Encyclopedia of Mathematics Education

2014 Edition
| Editors: Stephen Lerman

Curriculum Resources and Textbooks in Mathematics Education

  • Birgit PepinEmail author
  • Ghislaine Gueudet
Reference work entry
DOI: https://doi.org/10.1007/978-94-007-4978-8_40

Definition of Curriculum Resources

We define mathematics curriculum resources as all the resources that are developed and used by teachers and pupils in their interaction with mathematics in/for teaching and learning, inside and outside the classroom. Curriculum resources would thus include the following:
  • Text resources, such as textbooks, teacher curricular guidelines, websites, student sheets, and syllabi

  • Other material resources, such as manipulatives and calculators

  • ICT-based resources, such as computer software

Mathematics curriculum resources, and in particular textbooks, are an important part of the environment in which teachers and students work (Haggarty and Pepin 2002). Students spend much of their time in classrooms working with and exposed to prepared resources, such as textbooks, worksheets, and computer software. Teachers often rely on curriculum materials and textbooks in their day-to-day teaching, when they decide what to teach, how to teach it, and when they choose...

Keywords

Curriculum resources ICT Internet Professional development Teacher knowledge Textbooks Use of resources 
This is a preview of subscription content, log in to check access.

References

  1. Adler J (2000) Conceptualising resources as a theme for teacher education. J Math Teach Educ 3:205–224Google Scholar
  2. Cobb P, Confrey J, diSessa A, Lehrer R, Schauble L (2003) Design experiments in educational research. Educ Res 32(1):9–13Google Scholar
  3. Dowling PC (1998) The sociology of mathematics education: mathematical myths/pedagogic texts. Falmer, LondonGoogle Scholar
  4. Gueudet G, Pepin B, Trouche L (eds) (2012) From text to ‘lived resources’: curriculum material and mathematics teacher development. Springer, New YorkGoogle Scholar
  5. Haggarty L, Pepin B (2002) An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what? Br Educ Res J 28(4):567–590Google Scholar
  6. Hoyles C, Lagrange J-B (eds) (2010) Mathematics education and technology – rethinking the terrain. The 17th ICMI study, vol 13, New ICMI Study Series. Springer, New York. doi:10.1007/978-1-4419-0146-0_12Google Scholar
  7. Krainer K, Woods T (eds) (2008) Participants in mathematics teachers education. Sense Publishers, Rotterdam/TaipeiGoogle Scholar
  8. Remillard JT, Herbel-Eisenmann BA, Lloyd GM (eds) (2009) Mathematics teachers at work: connecting curriculum materials and classroom instruction. Routledge, New York/LondonGoogle Scholar
  9. Ruthven K, Laborde C, Leach J, Tiberghien A (2009) Design tools in didactical research: instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educ Res 38(5):329–342Google Scholar
  10. Schmidt WH, McKnight CC, Valverde GA, Houang RT, Wiley DE (1997) Many visions, many aims (TIMSS Volume 1): A cross-national investigation of curricular intentions in school mathematics. Kluwer Academic Publishers, Dordrecht, NLGoogle Scholar
  11. Trouche L, Drijvers P, Gueudet G, Sacristan AI (2013) Technology-driven developments and policy implications for mathematics education. In Bishop A J, Clements MA, Keitel C, Kilpatrick J, & Leung F K S (eds) Third international handbook of mathematics education (pp. 753–790). Springer, New YorkGoogle Scholar
  12. Valverde G, Bianchi L, Wolfe R, Schmidt W, Houang R (2002) According to the book: using TIMSS to investigate the translation of policy into practice through the world of textbooks. Kluwer, LondonGoogle Scholar
  13. Van Dormolen J (1986) Textual analysis. In: Christiansen B, Howson G, Otte M (eds) Perspectives on mathematics education. D. Reidel Publishing Company, Dordrecht, pp 141–171Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Avd. for lærer- og TolkeutdanningHøgskolen i Sør-TrøndelagTrondheimNorway
  2. 2.CREAD//IUFM de Bretagne, University of Western Brittany (UBO)Rennes CedexFrance