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Tarr James E., Chávez Ă“scar, Reys Robert E. & Reys Barbara J. (2006). « From the Written to the Enacted Curricula : The Intermediary Role of Middle School Mathematics Teachers in Shaping Students' Opportunity to Learn ». School Science and Mathematics, vol. 106, n° 4, p. 191–201. ISSN 1949-8594. En ligne : <http://onlinelibrary.wi ... 2006.tb18075.x/abstract>. 
Added by: Catherine Reverdy (03 Jul 2014 16:03:24 Europe/Paris)
Resource type: Journal Article
DOI: 10.1111/j.1949-8594.2006.tb18075.x
ID no. (ISBN etc.): 1949-8594
BibTeX citation key: TarrJamesE2006
Categories: Enseignants
Subcategories: Ressources des enseignants
Keywords: contenus de l'éducation, enseignement secondaire, mathématiques, ressources pédagogiques
Creators: Chávez Óscar, Reys, Reys, Tarr James E.
Collection: School Science and Mathematics
Views: 866/983
Views index: 21%
Popularity index: 5.25%
URLs     http://onlinelibra ... tb18075.x/abstract
Abstract     
In this paper is reported the extent of textbook use by 39 middle school mathematics teachers in six states, 17 utilizing a textbook series developed with funding from the National Science Foundation ({NSF}-funded) and 22 using textbooks developed by commercial publishers (publisher-generated). Results indicate that both sets of teachers placed significantly higher emphasis on Number and Operation, often at the expense of other content strands. Location of topics within a textbook represented an oversimplified explanation of what mathematics gets taught or omitted. Most teachers using an {NSF}-funded curriculum taught content intended for students in a different (lower) grade, and both sets of teachers supplemented with skill-building and “practice” worksheets. Implications for documenting teachers' “fidelity of implementation” (National Research Council, 2004) are offered.
Added by: Catherine Reverdy  
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