Use of genetic decompositions to scaffold the development of a structurally sequenced curriculum for mathematics acceleration
Nutchey, David, Grant, Edlyn, & Cooper, Tom (2014) Use of genetic decompositions to scaffold the development of a structurally sequenced curriculum for mathematics acceleration. In Science, Technology, Engineering and Mathematics (STEM) in Education Conference, 12-15 July 2014, University of British Columbia, Vancouver, BC, Canada.
The authors have collaboratively used a graphical language to describe their shared knowledge of a small domain of mathematics, which has in turn scaffolded their re-development of a related curriculum for mathematics acceleration. This collaborative use of the graphical language is reported as a simple descriptive case study. This leads to an evaluation of the graphical language’s usefulness as a tool to support the articulation of the structure of mathematics knowledge. In turn, implications are drawn for how the graphical language may be utilised as the detail of the curriculum is further elaborated and communicated to teachers.
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|Item Type:||Conference Paper|
|Keywords:||acceleration, curriculum design, genetic decomposition, mathematics, structured sequence|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2014 [please consult the authors]|
|Deposited On:||10 Dec 2014 23:19|
|Last Modified:||12 Dec 2014 07:02|
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