Information Age Publishing | 2013 | páginas | rar - pdf | 4,41 Mb
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This volume is an outgrowth of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010. The volume has the potential to be useful to a range of researchers, from established veterans in curriculum research to new researchers in this area of mathematics education. The chapters can be used to generate conversation about researching the enacted mathematics curriculum, including similarities and differences in the variables that can and should be studied across various curricula. As such, it might be used by a curriculum project team as it outlines a research agenda for curriculum or program evaluation. It might be used as a text in a university graduate course on curriculum research and design. The chapters in this volume are a natural complement to those in Approaches to Studying the Enacted Mathematics Curriculum (Heck, Chval, Weiss, & Ziebarth, 2012), also published by Information Age Publishing. While the present volume focuses on a range of issues related to researching the enacted mathematics curriculum, including theoretical and conceptual issues, the volume by Heck et al. provides insights into different instrumentations used by groups of researchers to study curriculum enactment
CONTENTS
Acknowledgements . .. vii
Preface. . . . ix
1. The Enacted Curriculum as a Focus of Research
Gabriel Cal and Denisse R. Thompson . . . 1
2. Examining Variations in Enactment of a Grade 7 Mathematics Lesson by a Single Teacher: Implications for Future Research on Mathematics Curriculum Enactment
Mary Ann Huntley and Daniel J. Heck. .. 21
3. Influence of Mathematics Curriculum Enactment on Student Achievement
Patricia D. Hunsader and Denisse R. Thompson . . 47
4. Teachers’ Knowledge and the Enacted Mathematics Curriculum
Ji-Won Son and Sharon L. Senk . . . 75
5. Instruments for Studying the Enacted Mathematics Curriculum
Steven W. Ziebarth, Nicole L. Fonger, and James L. Kratky . . . 97
6. Conceptualizing the Enacted Curriculum in Mathematics Education
Janine T. Remillard and Daniel J. Heck . . 121
7. Recommendations for Generating and Implementing a Research Agenda for Studying the Enacted Mathematics Curriculum
Kathryn B. Chval, Iris R. Weiss, and Rukiye Didem Taylan. . . . 149
Postscript
Zalman Usiskin. . . 177
