Literaturnachweis - Detailanzeige
| Autor/in | Herbel-Eisenmann, Beth A. |
|---|---|
| Titel | From Intended Curriculum to Written Curriculum: Examining the "Voice" of a Mathematics Textbook |
| Quelle | In: Journal for Research in Mathematics Education, 38 (2007) 4, S.344-369 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8251 |
| Schlagwörter | Textbooks; Mathematics Instruction; Discourse Analysis; Literary Devices; Reader Text Relationship; Educational Strategies; Teaching Methods; Problem Solving; Critical Thinking; Thinking Skills; Teacher Student Relationship; Correlation |
| Abstract | The author used a discourse analytic framework to examine the "voice" of a middle school mathematics unit. The aim of the analysis was to see whether the authors of the unit achieved the ideological goal (i.e., the intended curriculum) put forth by the NCTM's "Standards" (1991) to shift the locus of authority away from the teacher and the textbook and toward student mathematical reasoning and justification. (Contains 3 tables, 6 figures and 18 footnotes.) (Author). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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