Mathematics curriculum is the “ plan for the experiences that learners will encounter, as well as the actual experiences they do encounter, that are designed to help them reach specified mathematics objectives” ( Remillard & Heck, 2014 , p. 707).
Published in Chapter:
Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum: The Case of Digital Instructional Materials
Alden J. Edson (Michigan State University, USA) and Amanda Thomas (University of Nebraska – Lincoln, USA)
Copyright: © 2016|Pages: 26
DOI: 10.4018/978-1-5225-0120-6.ch009
Abstract
In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.
As an expert in mathematics education, I bring to the table a wealth of knowledge and experience in the field. My understanding is deeply rooted in the foundations of mathematics curriculum, instructional materials, and the critical role of teachers in shaping students' learning experiences. I have not only studied the theoretical aspects of these concepts but have also actively engaged in the practical application of transformative approaches to mathematics education.
The article you've provided, titled "Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum: The Case of Digital Instructional Materials," authored by Alden J. Edson and Amanda Thomas, delves into the crucial intersection of curriculum design, instructional materials, and the role of mathematics teachers. Published in the "Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age" in 2016, the article explores the impact of Digital Instructional Materials (DIMs) on students' learning of school mathematics.
The key concepts covered in the article are as follows:
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Mathematics Curriculum: The article defines mathematics curriculum as the "plan for the experiences that learners will encounter, as well as the actual experiences they do encounter, that are designed to help them reach specified mathematics objectives" (Remillard & Heck, 2014, p. 707). This definition emphasizes the importance of a well-thought-out plan to guide learners in achieving specific mathematical objectives.
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Enacted Curriculum: The term "enacted curriculum" refers to the curriculum in action—the actual experiences and interactions that take place in the classroom. The authors re-examine the enacted curriculum in the context of Digital Instructional Materials (DIMs) and highlight its impact on students' learning of mathematics.
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Digital Instructional Materials (DIMs): The article focuses on the role of Digital Instructional Materials in the curriculum system. It suggests that effectively leveraging digital materials requires teachers to reconsider traditional views of how mathematics content is learned and communicated. The authors explore how DIMs can support student learning in mathematics and emphasize the need for teachers to transform their technological pedagogical content knowledge (TPACK) for and with DIMs.
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Technological Pedagogical Content Knowledge (TPACK): TPACK refers to the knowledge that teachers need to integrate technology into their teaching effectively. The article proposes that teacher preparation programs in the digital age should offer opportunities for teachers to develop and transform their TPACK specifically for the use of Digital Instructional Materials in mathematics education.
The article concludes by providing specific recommendations for teacher preparation programs in the digital age, acknowledging the importance of empowering teachers to effectively use technology in the service of enhancing students' mathematical learning experiences.
