July 2007, Vol. 38, Issue 4
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.
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