Investigating Curricular Effect on the Teaching and Learning of Mathematics in a Cultural Context: Theoretical and Methodological Considerations

Autor/inn/en	Cai, Jinfa; Ni, Yujing
Titel	Investigating Curricular Effect on the Teaching and Learning of Mathematics in a Cultural Context: Theoretical and Methodological Considerations
Quelle	In: International Journal of Educational Research, 50 (2011) 2, S.65-70 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2011.06.002
Schlagwörter	Mathematics Curriculum; Outcomes of Education; Longitudinal Studies; Cultural Context; Student Diversity; Achievement Gap; Mathematics Achievement; Data Analysis; Educational Research; Research Methodology; Theories + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Auswertung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Theory; Theorie
Abstract	This first article of the special issue presents theoretical and methodological considerations about longitudinally investigating curricular effects on the teaching and learning of mathematics in a cultural context. In particular, in this article, we discuss seven issues related to the investigation of curricular effects on the teaching and learning of mathematics: (1) the need to investigate longitudinally the effects of curriculum, (2) the nature of the reform and non-reform curricula, (3) multiple representations of curriculum use, (4) assessment of classroom instruction, (5) student diversity and achievement gaps, (6) multiple measures of student mathematics achievement, and (7) multi-level analysis of student achievement data. This article not only serves as an introduction to the special issue, but most importantly, also provides a theoretical and methodological context for the two longitudinal projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10