By Denisse R Thompson, Zalman Usiskin
This quantity is an outgrowth of the convention on study at the Enacted arithmetic Curriculum, funded by way of the nationwide technological know-how origin and held in Tampa, Florida in November 2010. the amount has the capability to be precious to a variety of researchers, from validated veterans in curriculum learn to new researchers during this quarter of arithmetic schooling. The chapters can be utilized to generate dialog approximately getting to know the enacted arithmetic curriculum, together with similarities and transformations within the variables which could and will be studied throughout numerous curricula. As such, it'd be utilized by a curriculum venture staff because it outlines a study time table for curriculum or software evaluate. it could actually even be used as a textual content in a college graduate path on curriculum study and layout. The chapters during this quantity are a traditional supplement to these in ways to learning the Enacted arithmetic Curriculum (Heck, Chval, Weiss, & Ziebarth, 2012), additionally released by way of info Age Publishing. whereas the current quantity specializes in a number matters relating to getting to know the enacted arithmetic curriculum, together with theoretical and conceptual matters, the amount through Heck et al. presents insights into diverse instrumentations utilized by teams of researchers to review curriculum enactment.
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Additional resources for Enacted Mathematics Curriculum: A Conceptual Framework and Research Needs
HUNSADER D. R. THOMPSON Patricia AND D. Hunsader and Denisse R. Thompson Opportunity to learn has been shown to be a major, if not the most significant, predictor of student achievement in mathematics. Although opportunity to learn is certainly related to the written curriculum to which students are exposed, it is also influenced by how that curriculum is enacted in the classroom. In this chapter, we discuss components of classroom implementation that are often measured in studies of curriculum and achievement.
The mathematical objectives for the lesson as stated by the authors are: • Classify triangles by side lengths • Use a ruler and a compass to construct triangles with given side lengths • Determine which side lengths will form a triangle. (Buck et al. 2002, p. 3-47) Two different classes were observed when Ms. James was teaching this lesson. First, Ms. James taught the lesson to her Period 1 class, which had 18 students. Two days later she taught the lesson to her Period 2 class, which had 21 students.
Ms. James: So let’s test out Bob’s idea. Who can give me three measurements, where two sides, two smaller sides, when you add them, that would be larger, greater, than the third side? Chris: [inaudible] Ms. James constructs a triangle with side lengths 3 cm, 3 cm, 4 cm. Ms. James: Will it make a triangle? Students: Yes. Ms. James: So Bob, I think you’re on the right track! Your idea works! Let’s test it in 8 and 9. Ms. James leads a whole-class discussion, implementing Bob’s conjecture on the sets of side lengths given in problems 8 and 9.