Curriculum Development in Mathematics Education
This Reprint brings together a collection of research that advances contemporary conversations about the nature, purpose, and enactment of mathematics curricula. Grounded in the understanding that curriculum is a living and socially mediated set of materials that both reflect and shape what counts a...
Gorde:
| Formatua: | Online |
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| Hizkuntza: | ingelesa |
| Argitaratua: |
MDPI - Multidisciplinary Digital Publishing Institute
2026
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| Gaiak: | |
| Sarrera elektronikoa: | ONIX_20260416T142754_9783725867820_28 |
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Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!
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| _version_ | 1869518234407927808 |
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| collection | Directory of Open Access Books |
| description | This Reprint brings together a collection of research that advances contemporary conversations about the nature, purpose, and enactment of mathematics curricula. Grounded in the understanding that curriculum is a living and socially mediated set of materials that both reflect and shape what counts as mathematics and who is positioned to learn it, the Reprint highlights diverse international perspectives and methodological approaches. The works included illustrate how curriculum is continually shaped by historical traditions, design choices, policy contexts, and the interactions of teachers, learners, and institutions. The Reprint features contributions from researchers in Croatia, England, South Africa, and the United States, offering a wide range of insights across educational systems and curricular traditions. Together, the papers illuminate three central themes: curriculum content and design, curriculum policy and implementation, and the cultural and equity dimensions of curriculum. The studies examine topics such as the structuring of mathematical ideas within textbooks, longitudinal patterns in curriculum reform, teacher engagement with evolving curricular tools, and the ways in which materials can promote or hinder equitable participation in mathematics learning. Overall, this Reprint highlights curriculum as a dynamic and evolving practice rather than a static product, inviting continued dialogue about how mathematics curricula can be made more coherent, responsive, and inclusive across global contexts. |
| format | Online |
| id | doab-20.500.12854ir-175423 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | MDPI - Multidisciplinary Digital Publishing Institute |
| publisherStr | MDPI - Multidisciplinary Digital Publishing Institute |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1754232026-04-16T20:49:39Z Curriculum Development in Mathematics Education Zhou, Lili Lo, Jane-Jane Algebra Functions Intended curriculum High school mathematics Textbook analysis Opportunity to learn Mathematics curriculum Policy actor Edu-business Institutional ethnography Cross-phase Classroom-close research Curriculum implementation Curriculum monitoring Curriculum sustainability Departmental head Technical mathematics Teacher perceptions Student engagement Curriculum development Middle grades mathematics Mathematics teacher leadership National boards Classroom observations Graduate coursework Polynomials Anthropological Theory of the Didactic (ATD) Curriculum Textbooks analysis Culturally responsive mathematics teaching Equity Area and perimeter Elementary mathematics curricula Learning opportunities Mathematical treatment and emphasis N A thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general thema EDItEUR::P Mathematics and Science This Reprint brings together a collection of research that advances contemporary conversations about the nature, purpose, and enactment of mathematics curricula. Grounded in the understanding that curriculum is a living and socially mediated set of materials that both reflect and shape what counts as mathematics and who is positioned to learn it, the Reprint highlights diverse international perspectives and methodological approaches. The works included illustrate how curriculum is continually shaped by historical traditions, design choices, policy contexts, and the interactions of teachers, learners, and institutions. The Reprint features contributions from researchers in Croatia, England, South Africa, and the United States, offering a wide range of insights across educational systems and curricular traditions. Together, the papers illuminate three central themes: curriculum content and design, curriculum policy and implementation, and the cultural and equity dimensions of curriculum. The studies examine topics such as the structuring of mathematical ideas within textbooks, longitudinal patterns in curriculum reform, teacher engagement with evolving curricular tools, and the ways in which materials can promote or hinder equitable participation in mathematics learning. Overall, this Reprint highlights curriculum as a dynamic and evolving practice rather than a static product, inviting continued dialogue about how mathematics curricula can be made more coherent, responsive, and inclusive across global contexts. 2026-04-16T20:49:32Z 2026-04-16T20:49:32Z 2026 book ONIX_20260416T142754_9783725867820_28 9783725867820 9783725867837 https://directory.doabooks.org/handle/20.500.12854/175423 eng application/octet-stream Attribution 4.0 International https://mdpi.com/books/ https://mdpi.com/books/pdfview/book/12341 MDPI - Multidisciplinary Digital Publishing Institute 10.3390/books978-3-7258-6783-7 10.3390/books978-3-7258-6783-7 46cabcaa-dd94-4bfe-87b4-55023c1b36d0 9783725867820 9783725867837 188 CH open access |
| spellingShingle | Algebra Functions Intended curriculum High school mathematics Textbook analysis Opportunity to learn Mathematics curriculum Policy actor Edu-business Institutional ethnography Cross-phase Classroom-close research Curriculum implementation Curriculum monitoring Curriculum sustainability Departmental head Technical mathematics Teacher perceptions Student engagement Curriculum development Middle grades mathematics Mathematics teacher leadership National boards Classroom observations Graduate coursework Polynomials Anthropological Theory of the Didactic (ATD) Curriculum Textbooks analysis Culturally responsive mathematics teaching Equity Area and perimeter Elementary mathematics curricula Learning opportunities Mathematical treatment and emphasis N A thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general thema EDItEUR::P Mathematics and Science Curriculum Development in Mathematics Education |
| title | Curriculum Development in Mathematics Education |
| title_full | Curriculum Development in Mathematics Education |
| title_fullStr | Curriculum Development in Mathematics Education |
| title_full_unstemmed | Curriculum Development in Mathematics Education |
| title_short | Curriculum Development in Mathematics Education |
| title_sort | curriculum development in mathematics education |
| topic | Algebra Functions Intended curriculum High school mathematics Textbook analysis Opportunity to learn Mathematics curriculum Policy actor Edu-business Institutional ethnography Cross-phase Classroom-close research Curriculum implementation Curriculum monitoring Curriculum sustainability Departmental head Technical mathematics Teacher perceptions Student engagement Curriculum development Middle grades mathematics Mathematics teacher leadership National boards Classroom observations Graduate coursework Polynomials Anthropological Theory of the Didactic (ATD) Curriculum Textbooks analysis Culturally responsive mathematics teaching Equity Area and perimeter Elementary mathematics curricula Learning opportunities Mathematical treatment and emphasis N A thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general thema EDItEUR::P Mathematics and Science |
| topic_facet | Algebra Functions Intended curriculum High school mathematics Textbook analysis Opportunity to learn Mathematics curriculum Policy actor Edu-business Institutional ethnography Cross-phase Classroom-close research Curriculum implementation Curriculum monitoring Curriculum sustainability Departmental head Technical mathematics Teacher perceptions Student engagement Curriculum development Middle grades mathematics Mathematics teacher leadership National boards Classroom observations Graduate coursework Polynomials Anthropological Theory of the Didactic (ATD) Curriculum Textbooks analysis Culturally responsive mathematics teaching Equity Area and perimeter Elementary mathematics curricula Learning opportunities Mathematical treatment and emphasis N A thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GP Research and information: general thema EDItEUR::P Mathematics and Science |
| url | ONIX_20260416T142754_9783725867820_28 |