A continuum to characterise and support teacher interpretation of an innovative curriculum
Nutchey, David, Grant, Edlyn, Cooper, Tom, & English, Lyn (2015) A continuum to characterise and support teacher interpretation of an innovative curriculum. In Beswick, K., Muir, T., & Wells, J. (Eds.) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, PME, Hobart, TAS, pp. 297-304.
A continuum for describing the degree to which teachers interpret the various features of a curriculum is presented. The continuum has been developed based upon the observation of classroom practices and discussions with a group of teachers who are using an innovative junior secondary mathematics curriculum. It is anticipated that the ongoing use of the continuum will lead to its improvement as well as the refinement of the curriculum, more focussed support for the teachers,improved student learning, and the building of explanatory theory regarding mathematics teaching and learning.
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|Item Type:||Conference Paper|
|Keywords:||curriculum, continuum, mathematics, junior secondary, acceleration|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 [please consult the authors]|
|Deposited On:||03 Nov 2015 22:47|
|Last Modified:||04 Nov 2015 21:46|
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