Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics

Morten Misfeldt, Andreas Lindenskov Tamborg, Jonas Dreyøe, Benjamin Brink Allsopp

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

In this article, we explore the relationship between teacher practice, technological infrastructure, and national curriculum standards using one teacher’s experience as a focal point for developing the theoretical relationship between national curriculum and resource systems as it is becoming apparent in new digital learning platforms. We present a learning platform that connects national standards with specific learning objectives for lessons or teaching sequences and describes how this tool has been tested with teachers. The specific example is analyzed in detail using a combination of curriculum theory and the documentational genesis. We use this case to show how the intentions of the national curriculum standards becomes an integrated part of the teachers’ documentational genesis within the learning platform. Rules and national curriculum standards become parts of the teachers’ resource systems together with the learning platform, and this resource system influences the planned and enacted curricula and impact teachers’ work in ways not easily predicted.
OriginalsprogEngelsk
TidsskriftInternational Journal of Educational Research
Antal sider12
ISSN0883-0355
DOI
StatusE-pub ahead of print - 2019

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electronic learning
mathematics
curriculum
Teaching
teacher
resources
curriculum theory
learning objective
infrastructure
experience

Citer dette

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Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics. / Misfeldt, Morten; Tamborg, Andreas Lindenskov; Dreyøe, Jonas; Allsopp, Benjamin Brink.

I: International Journal of Educational Research, 2019.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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