Empirical research on mathematics curricula has proliferated and become more sophisticated in recent years. Using the framework of intended, enacted, and attained curriculum, Lloyd, Cai, and Tarr synthesize the major findings from around the world and discuss methodological advances and issues in conducting curriculum research. They call for the establishment of rigorous methods for the analysis of intended curriculum, conceptualizing and measuring curriculum enactment, and longitudinal investigations of the effect of curriculum on students’ learning.

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