Title

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


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