Journal article
Curriculum spaces for connecting to children's multiple mathematical knowledge bases
Journal of curriculum studies, Vol.51(4), pp.471-493
07/04/2019
Handle:
https://hdl.handle.net/2376/119282
Abstract
Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children's multiple mathematical knowledge bases (MMKB), including children's mathematical thinking and children's home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children's MMKB in instruction may be to scaffold teachers' noticing of potential spaces in elementary mathematics curriculum materials for connecting to children's MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children's MMKB.
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Details
- Title
- Curriculum spaces for connecting to children's multiple mathematical knowledge bases
- Creators
- Tonia J Land - Drake UniversityTonya G Bartell - Michigan State UniversityCorey Drake - Michigan State UniversityMary Q Foote - Queens College, CUNYAmy Roth McDuffie - University of Washington, Tri-CitiesErin E Turner - University of ArizonaJulia M Aguirre - University of Washington-Tacoma
- Publication Details
- Journal of curriculum studies, Vol.51(4), pp.471-493
- Academic Unit
- Education, College of
- Publisher
- Routledge
- Identifiers
- 99900594760501842
- Language
- English
- Resource Type
- Journal article