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ERIC Number: EJ915545
Record Type: Journal
Publication Date: 2010-Apr
Pages: 3
Abstractor: ERIC
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0036-6803
Teachers' Interactions with Curriculum Materials in Mathematics
Elsaleh, Ilham
School Science and Mathematics, v110 n4 p177-179 Apr 2010
Textbooks are a key part of curriculum materials used for guiding students' acquisition of certain culturally valued concepts, procedures, intellectual dispositions, and ways of reasoning (Battista & Clements, 2000). There are many contextual and social factors that influence the ways teachers engage with and use curriculum materials in their teaching. The way that teachers use textbooks is affected by their individual teaching philosophies and practices. The interaction with curriculum materials is an important source of teachers' learning (Leikin, 2006). When the teachers plan for lessons, they express the need to know the content of the textbook well enough in order to teach. In this way, the textbook stimulates teachers' thinking. Research on teachers' interactions with textbooks can provide valuable insights and the potential for curriculum materials to contribute to reform in mathematics teaching. Understanding the critical relation between the teacher and the intended curriculum as well as the role of high-quality mathematics textbooks on students' performance has the potential for impact on student learning.
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A