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ERIC Number: ED476073
Record Type: RIE
Publication Date: 2003
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The "Formal," the "Planned," and the "Learned" Curriculum in an Elementary Education Methods Course for Mathematics: Three Perspectives on Course Content.
Burton, Larry D.
One of the most common questions mathematics teachers hear from their students is a question of content value: "When am I ever going to use this?" This research paper looks at the question of content value for students enrolled in an elementary methods course designed to help them develop their abilities to teach mathematics At the end of each term, the professor asked students to identify the ten most important things they learned during the class. These qualitative data were collected across 7 years. Initially, each section of the course was analyzed as a single case. Researchers then looked at data across cases to identify common learnings. The areas identified as important by students were compared to the instructor's syllabi to determine how they aligned with learnings identified by the professor as important. Finally, the student-identified learnings were compared with those listed in national standards produced by the Association for Childhood Education International. Results of this study document the alignment (or lack thereof) between student, professor, and expert (standards) perspectives on the curriculum for preparation to teach elementary mathematics. Additionally, the paper documents how the data helped inform course revisions while the research was ongoing. (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association for the Advancement of Curriculum Studies (2nd, Chicago, IL, April 20, 2003).