Examining Design Transparency in Elementary Mathematics Curriculum Materials

Abstract

To support teachers in understanding the design of their curriculum program and effectively transforming the written lesson as they enact it with their students, some curriculum authors have taken up recommendations to add transparency to their curriculum materials. Our analysis characterizes the different ways the authors of five elementary mathematics curriculum programs make design decisions transparent to teachers and the frequency, regularity, and depth of this support. We found that authors provided rationale for the design of the curriculum in varied and limited ways. While four of the five programs regularly communicated the purpose of instructional activities, they seldom elaborated why these particular activities or actions were appropriate or effective for serving these purposes. The authors of three of the programs provided storyline support aimed at helping teachers understand how the curriculum developed across time, most often making explicit connections across lessons and units. The depth of these connections, however, varied considerably, and authors rarely went so far as to explain how teachers might leverage these connections during instruction. Through analysis and illustrative examples, the chapter illuminates the possibilities for future design and research.