Journal of Curriculum Studies

Replacing the ‘teacher-proof’ curriculum with the ‘curriculum-proof’ teacher: Toward more effective interactions with mathematics textbooks
pp. 295-321(27)
Author: Taylor, Megan Westwood

Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?
pp. 322-353(32)
Authors: Van Steenbrugge, H.; Valcke, M.; Desoete, A.

Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula—towards a framework of developmental proof
pp. 354-378(25)
Authors: Hemmi, Kirsti; Lepik, Madis; Viholainen, Antti

Teacher action research as Bildung: An application of Gadamer’s philosophical hermeneutics to teacher professional development
pp. 379-393(15)
Author: Kim, Jeong-Hee

Student-centred inquiry as curriculum as a model for field-based teacher education
pp. 394-417(24)
Authors: OLIVER, KIMBERLY L.; OESTERREICH, HEATHER A.

Analysing attempts to support outdoor learning in Scottish schools
pp. 418-440(23)
Authors: Thorburn, Malcolm; Allison, Peter