Elementary Mathematics Curriculum Materials pp 259-285 | Cite as

# Complexity of Curriculum Materials as Designed Artifacts: Implications and Future Directions

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## Abstract

This chapter synthesizes and builds on findings from the previous chapters to consider what we have learned about mathematics curriculum materials as tools for teachers. Looking back at our analysis in Chaps. 2, 3, 4, 5, 6, 7, and 8, we briefly summarize our overall key findings and consider how these findings were influenced by key methodological decisions. We then discuss the complexity of curriculum materials as designed artifacts and the challenges associated with analyzing them. Using Hiebert and colleagues’ notion of a constellation of features that are needed to characterize classroom teaching, we argue that examining curriculum materials also involves considering a cluster of features. Using existing literature and our analysis in this volume, we also conceptualize curriculum materials as artifacts of design decisions comprised of multiple layers. We distinguish two main components, i.e., objectively given structures (what teachers see physically) and authors’ ideas and values, and discuss the relationship between them from curriculum authors’, the researchers’, and teachers’ perspectives. Finally, we provide some implications for teachers, curriculum designers, and researchers based on our findings and reflections on our work.

## Keywords

Curriculum analysis Mathematics curriculum materials Teacher’s guide Designed artifact Objectively given structure Constellation of features Design decisions Everyday Mathematics Investigations in Number, Data, and Space Math in Focus Math Trailblazers Scott Foresman–Addison Wesley Mathematics Author intentions Curriculum interpretations Teacher interpretations## References

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