Enhancing and Enacting Curricular Progressions in Elementary Mathematics

In this study, we examined how curricular resources supported three expert teachers in their enactment of progressions. Using a video-stimulated interview process, we documented the multiple types of progressions identified, described, and enacted by the teachers. Results indicate that the teachers...

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Bibliographic Details
Published in:Mathematical thinking and learning 2014-04, Vol.16 (2), p.109-134
Main Authors: Land, Tonia J., Drake, Corey
Format: Article
Language:English
Subjects:
Class Activities
Curriculum development
Educational Practices
Educational resources
Elementary education
Elementary School Mathematics
Elementary School Teachers
Interviews
Learning Processes
Mathematical Concepts
Mathematical thinking
Mathematics
Mathematics Curriculum
Mathematics Instruction
Mathematics teaching
Number Concepts
Observation
Primary school mathematics
Teacher attitudes
Teaching Methods
Teaching practice
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Summary:In this study, we examined how curricular resources supported three expert teachers in their enactment of progressions. Using a video-stimulated interview process, we documented the multiple types of progressions identified, described, and enacted by the teachers. Results indicate that the teachers used four different types of progressions-mathematical concepts, instructional activities, number choices, and student solutions-and that the progressions were embedded within each other. This study contributes to the field's understanding of the ways in which expert teachers make use of curriculum- and research-based progressions in their teaching practices.
ISSN:1098-6065
1532-7833
DOI:10.1080/10986065.2014.889502