Title

Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions

Document Type

Article

Publication Date

10-6-2021

Publication Title

Investigations in Mathematics Learning

First page number:

1

Last page number:

20

Abstract

Mathematics teachers make a number of decisions that shape their lessons, which therein impact their students’ opportunity to learn mathematics. Past research has often focused on teachers, students and the mathematical content as key classroom elements that drive teachers’ decisions. In this article, we propose that a fourth element–the curriculum–along with teachers’ curricular reasoning also hold considerable influence on teachers’ decisions. Using data collected from middle grades teachers’ curricular decisions, we share the Instructional Pyramid model for Curricular Reasoning to organize the interactions among these four key classroom elements and to delineate aspects of curricular reasoning. This model serves as a multi-dimensional framework to make sense of teachers’ curricular decisions.

Keywords

Curricular decisions; Curricular reasoning; Curriculum; Instruction; Instructional pyramid; Mathematics teaching

Disciplines

Science and Mathematics Education | Teacher Education and Professional Development

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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