Dissecting Curricular Reasoning: An Examination of Middle Grade Teachers' Reasoning behind Their Instructional Decisions
Document Type
Conference Proceeding
Publication Date
11-17-2019
Publication Title
Proceedings of the 41st annual meeting of the north american chapter of the international group for the psychology of mathematics education
First page number:
1
Last page number:
9
Abstract
Mathematics teachers are vital components in determining what mathematics students have the opportunity to learn. There are a vast number of factors and reasons that influence a teacher's instructional decisions. As such, teachers rely heavily on their curricular reasoning (CR) to make decisions about what content to teach, how that content is taught, and the tasks to use to facilitate student learning. In this paper, we outline five strands of CR gleaned from research with middle grades mathematics teachers as they plan and implement instruction with unfamiliar curricular resources. These strands lay the foundation for our Instructional Pyramid model of CR and provide a lens through which teacher decision-making can be further understood and enhanced.
Keywords
Instructional Activities and Practices; Curriculum Enactment; Instructional Vision
Disciplines
Curriculum and Instruction | Education
Language
English
Repository Citation
Olson, T. A.,
Dingman, S. W.,
Teuscher, D.,
Kasmer, L.
(2019).
Dissecting Curricular Reasoning: An Examination of Middle Grade Teachers' Reasoning behind Their Instructional Decisions.
Proceedings of the 41st annual meeting of the north american chapter of the international group for the psychology of mathematics education
1-9.