Elementary Mathematics Curriculum Materials pp 67-107 | Cite as

# Examining the Pedagogical Approaches in Five Curriculum Programs

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## Abstract

This chapter explores the pedagogical approach incorporated into each of the five curriculum programs we analyzed (The five programs are *Everyday Mathematics* (EM), *Investigations in Number, Data, and Space* (INV), *Math in Focus* (MIF), *Math Trailblazers* (MTB), and Scott Foresman–Addison Wesley *Mathematics* (SFAW). See Chap. 1 for more details about the programs.). Specifically, we consider explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas. The analysis considers the role the teacher is expected to play and the corresponding roles the textbooks and students play in shaping these interactions. Following Hiebert and colleagues’ notion that teaching is an interactive system, involving a constellation of interrelated features, we present the approach of each program in a holistic profile, which overviews five dimensions: participant structures, nature of student work, role of the teacher, sources of knowledge, and cognitive demand of tasks. We also consider ways that these features bolster or moderate one another. Using a dialogic-to-direct instruction continuum characterized by Munter and colleagues, we highlight several key differences of the pedagogical approaches across the five programs. We also discuss ways that a single continuum is insufficient for characterizing the way pedagogical approach is represented in teacher’s guides.

## Keywords

Curriculum analysis Mathematics curriculum materials Curriculum materials pedagogy Teacher’s role Dialogic instruction Source of knowledge Cognitive demand Participant structure Teacher’s guide Role of teacher Everyday Mathematics Investigations in Number, Data, and Space Math in Focus Math Trailblazers Scott Foresman-Addison Wesley Mathematics## References

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