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Direct linkChoppin, Jeffrey Martin – Curriculum Inquiry, 2009
This study characterizes the teacher learning that stems from successive enactments of innovative curriculum materials. This study conceptualizes and documents the formation of curriculum-context knowledge (CCK) in three experienced users of a Standards-based mathematics curriculum. I define CCK as the knowledge of how a particular set of…
Descriptors: Mathematics Curriculum, Pedagogical Content Knowledge, Teaching Methods, Interviews
