Investigating the Guidance Offered to Teachers in Curriculum Materials: The Case of Proof in Mathematics |
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| Authors: | Gabriel J Stylianides |
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| Institution: | (1) Instruction and Learning, University of Pittsburgh, 230. South Bouquet Street, Wesley W. Posvar Hall Rm# 5517, Pittsburgh, PA 15260, USA |
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| Abstract: | Despite widespread agreement that proof should be central to all students’ mathematical experiences, many students demonstrate poor ability with it. The curriculum
can play an important role in enhancing students’ proof capabilities: teachers’ decisions about what to implement in their
classrooms, and how to implement it, are mediated through the curriculum materials they use. Yet, little research has focused
on how proof is promoted in mathematics curriculum materials and, more specifically, on the guidance that curriculum materials
offer to teachers to enact the proof opportunities designed in the curriculum. This paper presents an analytic approach that
can be used in the examination of the guidance curriculum materials offer to teachers to implement in their classrooms the
proof opportunities designed in the curriculum. Also, it presents findings obtained from application of this approach to an
analysis of a popular US reform-based mathematics curriculum. Implications for curriculum design and research are discussed. |
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| Keywords: | curriculum analysis curriculum development equivalent expressions mathematical tasks mathematics curriculum proof teachers textbooks |
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