OXFORD UNIVERSITY PRESS

Curricular Resources and Classroom Use: The Case of Mathematics

ISBN : 9780198749899

Price(incl.tax): 
¥10,043
Author: 
Gabriel J. Stylianides
Pages
176 Pages
Format
Hardcover
Size
146 x 246 mm
Pub date
May 2016
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Curricular resources include the different kinds of materials (digital or physical) that teachers use in or for their teaching (textbooks, lesson plans, etc.) and have a significant influence on students' opportunities to learn. At the same time, teachers play a crucial role as interpreters of such materials, so there is a complex relationship between curricular resources and their classroom use. This book aims to bridge these rather disconnected but highly related programs of research by describing, comparing, and exemplifying new research approaches for studying, in connected ways, both curricular resources and their classroom use, thereby supporting also investigation of the complex interplay between the two. In addition to implications for research, the book has implications for curriculum development and teacher education. Specifically, the book deepens understanding of how curriculum developers can better exploit the potential of curricular resources to support classroom work, and how teacher educators can better support teachers to use curricular resources in the classroom.

Index: 

Abstract
1 Introduction
2 Introducing The Two Approaches
3 Description Of The Comprehensive Approach
4 Exemplification And Overall Discussion Of The Comprehensive Approach
5 Description Of The Practical Approach
6 Exemplification And Overall Discussion Of The Practical Approach
7 The Development Of A Synthetic Approach
8 Concluding Remarks

About the author: 

Gabriel Stylianides is an Associate Professor of Mathematics Education and a Fellow of Worcester College at the University of Oxford. Previously he spent five years as an Assistant Professor at the University of Pittsburgh. A Fulbright scholar, he received MSc degrees in mathematics and mathematics education, and then his PhD in mathematics education, at the University of Michigan. He has served on the Editorial Boards of the Elementary School Journal and the International Journal of Educational Research, and he received an American Educational Research Association Publication Award for his 2009 article Reasoning-and-proving in Mathematics Textbooks.

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