Metodo

International Studies in Phenomenology and Philosophy

Series | Book | Chapter

194421

Mapping the relationship between written and enacted curriculum

examining teachers' decision making

Janine Remillard

pp. 483-500

Abstract

I offer an approach to representing and examining the relationship between curriculum resources and the performance of teaching, for the purpose of analyzing teachers' design work. The approach builds on the assumptions that teaching is a design activity, that curriculum resources are tools that convey complex instructional ideas, and that, in using these tools, teachers interact with them and selectively leverage resources to design and enact instruction. I introduce the instructional design arc as a unit of analysis, referring to an episode in a lesson, prompted by the teacher, and that require the teacher to make instructional design decisions in the moment. When compiled into a lesson map, these design arcs model the episodic and emerging contours of the enacted lesson, representing teachers' planned and in-the-moment decisions. Using data from 3rd to 5th grade mathematics classrooms in the USA, I analyze instructional design arcs within mathematics lessons, focusing on teachers' design work.

Publication details

Published in:

Kaiser Gabriele, Forgasz Helen, Graven Mellony, Kuzniak Alain, Simmt Elaine, Xu Binyan (2018) Invited lectures from the 13th international congress on mathematical education. Dordrecht, Springer.

Pages: 483-500

DOI: 10.1007/978-3-319-72170-5_27

Full citation:

Remillard Janine (2018) „Mapping the relationship between written and enacted curriculum: examining teachers' decision making“, In: G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt & B. Xu (eds.), Invited lectures from the 13th international congress on mathematical education, Dordrecht, Springer, 483–500.