Abstract
When using existing resources to plan and enact a series of lessons, teachers make various decisions, one of which is whether to follow or modify the sequence of tasks and lessons presented in the resources. One important question to ask is how teacher decisions on lesson sequence affect the quality of instruction and opportunities for students to learn. I examined ways in which teachers, using three different curriculum programs, sequenced tasks and lessons, and whether these sequences provided opportunities for students to engage with mathematical points of the lessons and a mathematical storyline through a proper learning pathway. Findings of the study have implications for teaching, teacher education, and curriculum development.
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Acknowledgements
This paper is based on work supported by the National Science Foundation under grants No. 0918141 and No. 0918126. Any opinions, findings, conclusions, or recommendations expressed in this paper are those of the author and do not necessarily reflect the views of the National Science Foundation.
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Kim, OK. (2018). Teacher Decisions on Lesson Sequence and Their Impact on Opportunities for Students to Learn. In: Fan, L., Trouche, L., Qi, C., Rezat, S., Visnovska, J. (eds) Research on Mathematics Textbooks and Teachers’ Resources. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73253-4_15
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