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Remillard Janine T. & Bryans Martha B. (2004). « Teachers' Orientations toward Mathematics Curriculum Materials : Implications for Teacher Learning ». Journal for Research in Mathematics Education, vol. 35, n° 5, p. 352–388. ISSN 0021-8251. 
Added by: Catherine Reverdy (03 Jul 2014 15:55:39 Europe/Paris)
Resource type: Journal Article
ID no. (ISBN etc.): 0021-8251
BibTeX citation key: Remillard2004
Categories: Enseignants
Subcategories: Ressources des enseignants
Keywords: développement professionnel, enseignement primaire, mathématiques, ressources pédagogiques
Creators: Bryans, Remillard
Collection: Journal for Research in Mathematics Education
Views: 857/1013
Views index: 21%
Popularity index: 5.25%
Abstract     
This study was prompted by the current availability of newly designed mathematics curriculum materials for elementary teachers. Seeking to understand the role that reform-oriented curricula might play in supporting teacher learning, we studied the ways in which 8 teachers in the same school used one such curriculum, Investigations in Number, Data, and Space ({TERC}, 1998). Findings revealed that teachers had orientations toward using curriculum materials that influenced the way they used them regardless of whether they agree with the mathematical vision within the materials. As a result, different uses of the curriculum led to different opportunities for student and teacher learning. Inexperienced teachers were most likely to take a piloting stance toward the curriculum and engage all of its resources fully. Findings suggest that reform efforts might include assisting teachers in examining unfamiliar curriculum resources and developing new approaches to using these materials. (Contains 5 tables, 2 figures and 4 footnotes.)
Added by: Catherine Reverdy  
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