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Home / Journal of Curriculum Studies, Volume 51, Number 4

Publisher: Routledge, part of the Taylor & Francis Group

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Volume 51, Number 4, 4 July 2019

Epistemic quality for equitable access to quality education in school mathematics
pp. 437-456(20)
Author: Hudson

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Open Access Dewey and mathematical practice: revisiting the distinction between procedural and conceptual knowledge
pp. 457-470(14)
Authors: Österman; Bråting

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Curriculum spaces for connecting to children’s multiple mathematical knowledge bases
pp. 471-493(23)
Authors: Land, Tonia J.; Bartell, Tonya G.; Drake, Corey; Foote, Mary Q.; Roth McDuffie, Amy; Turner, Erin E.; Aguirre, Julia M.

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Teaching mathematics after hours
pp. 494-512(19)
Authors: O’Meara; Prendergast

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Designing a curriculum based on four purposes: let mathematics speak for itself
pp. 513-529(17)
Authors: Lyakhova; Joubert; Capraro; Capraro

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The role that mathematics plays in college- and career-readiness: evidence from PISA
pp. 530-553(24)
Authors: Cogan; Schmidt; Guo

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Open Access How do teachers interpret and transform entrepreneurship education?
pp. 554-566(13)
Authors: Fejes; Nylund; Wallin

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Open Access Constituting an apprenticeship curriculum
pp. 567-581(15)
Authors: Fjellström; Kristmansson

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