Design (In)Tensions in mathematics curriculum
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Citation (published version)Leslie Dietiker, Meghan Riling. "Design (In)Tensions in Mathematics Curriculum." International Journal of Educational Research, In Press. https://doi.org/10.1016/j.ijer.2018.09.001
Designers of curriculum materials have intentions, which are goals and visions for what will happen in the classroom and the way that mathematics will be experienced by students and a teacher. These perspectives inform design decisions that aim to enable teachers to enact this vision and achieve these goals in expected contexts. Yet teachers and students have their own goals and visions, or different contextual conditions, that may be different from or even at odds with those of the curriculum designers. These potential differences result in design tensions, which reflect the conflicting demands on the curriculum materials. In this article, we call attention to multiple dimensions of design tensions that are central to the broader goals of curriculum reform.