A continuum to characterise and support teacher interpretation of an innovative curriculum
| Contribuinte(s) |
Beswick, K. Muir, T. Wells, J. |
|---|---|
| Data(s) |
01/07/2015
|
| Resumo |
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. |
| Formato |
application/pdf |
| Identificador | |
| Publicador |
PME |
| Relação |
http://eprints.qut.edu.au/89922/1/NutcheyGrantCooperEnglish2015.pdf 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. http://purl.org/au-research/grants/ARC/LP120200591 |
| Direitos |
Copyright 2015 [please consult the authors] |
| Fonte |
School of Curriculum; Faculty of Education |
| Palavras-Chave | #130202 Curriculum and Pedagogy Theory and Development #130208 Mathematics and Numeracy Curriculum and Pedagogy #130313 Teacher Education and Professional Development of Educators #curriculum #continuum #mathematics #junior secondary #acceleration |
| Tipo |
Conference Paper |
