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From Intended Curriculum to Written Curriculum: Examining the Voice of a Mathematics Textbook

Beth A. Herbel-Eisenmann 

July 2007, Volume 38, Issue 4, Page 344

Abstract:
The author used a discourse analytic framework to examine the "voice" of a middle school mathematics unit. The aim of the analysis was to see whether the authors of the unit achieved the ideological goal (i.e., the intended curriculum) put forth by the NCTM’s <em>Standards</em> (1991) to shift the locus of authority away from the teacher and the textbook and toward student mathematical reasoning and justification.  

Keywords:
Article
Curriculum Developer
Calculus and Higher Level Mathematics
Conceptual Development
Grades 6-8
Grades 9-12
Critical Theory
Curriculum
Math Coordinator / Coach
Numbers and Operations
Teacher
Problems
Skill and Fluency
Professional Development / Teacher Education
Representation
Theory