Curriculum resources and textbooks in mathematics education
| Autor: | Pepin, B., Gueudet, G., Lerman, S. |
|---|---|
| Přispěvatelé: | Technische Universiteit Eindhoven (TU/e), Centre de Recherche sur l'Education, les apprentissages et la didactique (CREAD EA 3875), Université de Brest (UBO)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO), ESoE |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Class (computer programming)
[SHS.EDU]Humanities and Social Sciences/Education 4. Education Section (typography) 05 social sciences Educational technology Curriculum resources 050301 education Mathematics curriculum ComputingMilieux_GENERAL [MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO] Pedagogy Digital resources ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Sociology Digital curriculum resources Curriculum 0503 education ComputingMilieux_MISCELLANEOUS 050104 developmental & child psychology |
| Zdroj: | Encyclopedia of Mathematics Education Encyclopedia of Mathematics Education, Springer International Publishing, pp.172-176, 2020, ⟨10.1007/978-3-030-15789-0_40⟩ Encyclopedia of mathematics education Encyclopedia of Mathematics Education, 132-135 STARTPAGE=132;ENDPAGE=135;TITLE=Encyclopedia of Mathematics Education Encyclopedia of Mathematics Education ISBN: 9783319774879 |
| DOI: | 10.1007/978-3-319-77487-9_40-7 |
| Popis: | Typically, curriculum resources including textbooks are seen to reside at the interface between policy and practice (e.g., Valverde et al. 2002), as they translate policy (the intended curriculum) into practice (the enacted curriculum). More recently mathematics teachers increasingly rely on digital resources to prepare their lessons and to design their mathematics curriculum, and students use such resources in class and to complement their courses. These materials are said to become key tools for teachers; as in many countries (e.g., France, the Netherlands, the United Kingdom, the United States), teachers are increasingly encouraged to (re) design the curriculum in planning their instruction.In the next section we define curriculum resources; in particular we distinguish digital curriculum resources from educational technology. In the subsequent section, we discuss the design and “use” of mathematics curriculum resources by teachers (and students). In the last section, we develop... |
| Databáze: | OpenAIRE |
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