| 000 | 04542nam a22005415i 4500 | ||
|---|---|---|---|
| 001 | 978-3-030-38588-0 | ||
| 003 | DE-He213 | ||
| 005 | 20210226030659.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 200316s2020 gw | s |||| 0|eng d | ||
| 020 |
_a9783030385880 _9978-3-030-38588-0 |
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| 024 | 7 |
_a10.1007/978-3-030-38588-0 _2doi |
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| 050 | 4 | _aLC8-6691 | |
| 072 | 7 |
_aJNU _2bicssc |
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| 072 | 7 |
_aEDU029010 _2bisacsh |
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| 072 | 7 |
_aJNU _2thema |
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| 072 | 7 |
_aPB _2thema |
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| 082 | 0 | 4 |
_a370 _223 |
| 100 | 1 |
_aRemillard, Janine T. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 245 | 1 | 0 |
_aElementary Mathematics Curriculum Materials _h[electronic resource] : _bDesigns for Student Learning and Teacher Enactment / _cby Janine T. Remillard, Ok-Kyeong Kim. |
| 250 | _a1st ed. 2020. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2020. |
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| 300 |
_aXX, 321 p. 61 illus., 47 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 |
_aResearch in Mathematics Education, _x2570-4729 |
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| 505 | 0 | _aIntroduction: Approaches to Curriculum Analysis from the Perspective of Teacher Use -- Conversations with Curriculum Authors: Retrospective Reflections -- Mathematical Emphasis in Curriculum Materials -- Pedagogical Emphasis in Curriculum Materials -- Implications for Teaching -- Beyond the Script: Educative Features -- Communication of Transparency and Rationale for Design -- Attending to Student Thinking -- Mathematics Communicated to Teachers -- Do Curriculum Materials Support Teacher Decision Making? -- Curriculum Design Implications and Future Directions -- Commentary. | |
| 520 | _aThe book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. These perspectives comprise a framework for examining what curriculum materials are comprised of, what is involved in reading and interpreting them, and how curriculum authors can and do support teachers in this process. Although the focus of the analysis is 5 programs used at a particular point in time, this framework extends beyond these specific programs and illuminates the complexity of curriculum materials and their role in teaching in general. Our analysis of the mathematical emphasis considers how the mathematics content is presented in each program, in terms of sequencing, the nature of mathematical tasks (cognitive demand and ongoing practice), and the way representations are used. Our analysis of the pedagogical approach examines explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how curriculum authors support teachers, we analyze how they communicate with teachers and what they communicate about, including the underlying mathematics, noticing student thinking, and rationale for design elements. The volume includes a chapter on curriculum design decisions based on interviews with curriculum authors. Provides a comparative analysis of features (e.g., design rationale and anticipating student thinking) of elementary mathematics curricula; Analyzes written mathematics curriculum from the perspective of teacher use; Proposes a framework for examining components of mathematics curriculum materials. | ||
| 650 | 0 | _aMathematics—Study and teaching . | |
| 650 | 0 | _aLearning. | |
| 650 | 0 | _aInstruction. | |
| 650 | 1 | 4 |
_aMathematics Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O25000 |
| 650 | 2 | 4 |
_aLearning & Instruction. _0https://scigraph.springernature.com/ontologies/product-market-codes/O22000 |
| 700 | 1 |
_aKim, Ok-Kyeong. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030385873 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030385897 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030385903 |
| 830 | 0 |
_aResearch in Mathematics Education, _x2570-4729 |
|
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-030-38588-0 |
| 912 | _aZDB-2-EDA | ||
| 912 | _aZDB-2-SXED | ||
| 999 |
_c102327 _d102327 |
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