From Intended Curriculum to Written Curriculum: Examining the Voice of a Mathematics Textbook
Beth A. Herbel-Eisenmann
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.
Schema Thematization: A Framework and an Example
Laurel Cooley, Maria Trigueros, Bernadette Baker
This article examines a calculus graphing schema and the triad stages of schema development from Action-Process-Object-Schema (APOS) theory. Previously, the authors studied the underlying structures necessary for students to process concepts and enrich their knowledge, thus demonstrating various levels of understanding via the calculus graphing schema. This investigation built on this previous work by focusing on the thematization of the schema with the intent to expose those possible structures acquired at the most sophisticated stages of schema development.
Mathematics Teachers, Reform, and Equity: Results from the Brazilian National Assessment
Creso Franco, Paola Sztajn, Maria Isabel Ramalho Ortigão
The authors use data from a large-scale Brazilian national assessment to discuss the relation between reform teaching and equity in mathematics education. They study the dimensionality of teaching style to better qualify what reform teaching means.