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Developing Authentic, Integrated, Standards-Based Mathematics Curriculum: [More Than Just] An Interdisciplinary Collaborative Approach

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We analyzed the collaborative process of mathematics and vocational-technical education (VTE) instructors in eight sites, located across the United States, as they developed one authentic, integrated mathematics curriculum unit. Over two years, we collected data on teachers' viewpoints on instruction, integration, and mathematics/VTE reforms. Site visits were conducted to gather additional information on teachers' views, teaching practices, collaboration process, school context, and quality of curriculum units. We found that although the quality of the units varied, the overall analysis suggested that is it is possible for interdisciplinary teams of teachers to create high quality integrated mathematics curriculum units if certain conditions are met. Having support from the school's community, meeting regularly with all the team members, focusing conversations toward student understanding, writing tasks that promote conceptual and integrated understanding of the concepts, and writing the unit together with reflective thought, all seemed to be critical elements in successful integrated unit writing.
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Document Type: Research Article

Publication date: January 1, 2003

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