Curricular noticing; a framework to describe teachers' interactions with curriculum materials
By: Dietiker, Leslie...(et al).
Material type:
BookDescription: p. 521-532.Subject(s): Instructional materials | Mathematics teachers | Teacher education | Mathematical knowledge | Learning | Mathematics curricula | Secondary school curricula | Mathematics educationDDC classification: 370 / Die
In:
Journal for Research in Mathematics Education,49(5) Nov 2018Summary: Building on 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 to participation with curriculum materials, connects with and broadens existing research on the relationship between and written curriculum,and highlights educator better understand the strategic curricular practices that support ambitious teaching which we refer to as professional curricular noticing, such knowledge could lead to recommendation for how to support the curricular work of teachers and novice teachers in particular.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Journal Article | Article | 370 / Die (Browse shelf) | Available | ar3636 |
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Building on 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 to participation with curriculum materials, connects with and broadens existing research on the relationship between and written curriculum,and highlights educator better understand the strategic curricular practices that support ambitious teaching which we refer to as professional curricular noticing, such knowledge could lead to recommendation for how to support the curricular work of teachers and novice teachers in particular.
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