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Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

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The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary-school teachers who were using a reform-based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.

Keywords: curriculum adaptation; mathematics curriculum; mathematics education; teaching practices

Document Type: Research Article


Affiliations: 1: School of Education and Social Policy, Northwestern University, Evanston, IL, USA 2: Department of Curriculum and Instruction, Iowa State University, Ames, IA, USA

Publication date: August 1, 2009

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