Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials

被引:1
|
作者
Dietiker, Leslie [1 ]
Males, Lorraine M. [2 ]
Amador, Julie M. [3 ]
Earnest, Darrell [4 ]
机构
[1] Boston Univ, Wheelock Coll Educ & Human Dev, Two Silber Way, Boston, MA 02215 USA
[2] Univ Nebraska, Dept Teaching Learning & Teacher Educ, Henzlik Hall 118,1430 Vine St, Lincoln, NE 68588 USA
[3] Univ Idaho, Dept Curriculum & Instruct, 1031 N Acad Way, Coeur Dalene, ID 83814 USA
[4] Univ Massachusetts, Coll Educ, 813 North Pleasant St, Amherst, MA 01003 USA
基金
美国国家科学基金会;
关键词
Curriculum materials; Curriculum use by mathematics teachers; K-12; Shifting teacher practice; MATHEMATICS CURRICULUM; RESOURCES; CONTEXT; KNOWLEDGE; THINKING; REFORM; VIDEO;
D O I
暂无
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.
引用
收藏
页码:521 / 532
页数:12
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