Show simple item record

dc.contributor.authorDietiker, Leslieen_US
dc.contributor.authorRiling, Meghanen_US
dc.date2018-09-11
dc.date.accessioned2018-11-27T21:04:28Z
dc.identifier.citationLeslie 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
dc.identifier.issn0883-0355
dc.identifier.urihttps://hdl.handle.net/2144/32707
dc.description.abstractDesigners 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.en_US
dc.publisherElsevieren_US
dc.relation.ispartofInternational Journal of Educational Research
dc.subjectMathematics curriculumen_US
dc.subjectEducationen_US
dc.subjectCurriculum designen_US
dc.titleDesign (In)Tensions in mathematics curriculumen_US
dc.typeArticleen_US
dc.description.versionAccepted manuscripten_US
dc.identifier.doi10.1016/j.ijer.2018.09.001
dc.description.embargo2020-09-11
pubs.elements-sourcemanual-entryen_US
pubs.notesEmbargo: 24 monthsen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, Wheelock College of Education & Human Developmenten_US
pubs.publication-statusAccepteden_US
dc.identifier.orcid0000-0002-5331-1334 (Dietiker, Leslie)


This item appears in the following Collection(s)

Show simple item record