|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|360718||1436016||2014||20 صفحه PDF||سفارش دهید||دانلود رایگان|
• Implementation of curriculum varied in terms of structure and mathematical quality.
• Variations were observed in teachers’ implementation of discussions.
• Refinements of materials that support comparison are considered.
Discussions where teachers engage students in the comparison of multiple solution strategies to a single problem have been recommended in curriculum policy documents, yet integrating these discussions into teachers’ normative routines is not widespread. In this paper, we begin to explore variations in teachers’ implementation of Algebra I curriculum materials specifically focused on comparison. We explore (via case studies) implementation of the curriculum materials by two teachers with similar teaching backgrounds. The case studies suggest that these two teachers’ implementation of the comparison materials differed markedly, raising questions about possible factors which may have contributed to implementation differences.
Journal: The Journal of Mathematical Behavior - Volume 35, September 2014, Pages 144–163