Enacted Mathematics Curriculum: A Conceptual Framework and Research Needs

210 Pages·2014·5.095 MB·English

by  Denisse R Thompson, Zalman Usiskin

Enacted
Mathematics Curriculum
A Conceptual Framework and
Research Needs

Enacted
Mathematics Curriculum
A Conceptual Framework and
Research Needs
edited by
Denisse R. Thompson
University of South Florida
and
Zalman Usiskin
University of Chicago
Information Age Publishing, Inc.
Charlotte, North Carolina (cid:129) www.infoagepub.com
Library of Congress Cataloging-in-Publication Data
CIP data for this book can be found on the Library of Congress website http://www.loc.
gov/index.html
ISBNs: Paperback: 978-1-62396-583-9
ISBNs: Hardcover: 978-1-62396-584-6
ISBNs: Ebook: 978-1-62396-585-3
Chapters in this volume are based on work done at the Conference on Research on the
Enacted Mathematics Curriculum, funded by the National Science Foundation (DRL
0946433), and held at the University of South Florida, November 4-6, 2010. All
opinions are those of the individual authors and do not necessarily represent the views
of the Foundation.
Copyright © 2014 IAP–Information Age Publishing, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any electronic or mechanical means, or by
photocopying, microfilming, recording or otherwise without written permission from
the publisher.
Printed in the United States of America
CONTENTS
Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
1. The Enacted Curriculum as a Focus of Research
Gabriel Cal and Denisse R. Thompson . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2. Examining Variations in Enactment of a
Grade 7 Mathematics Lesson by a Single Teacher:
Implications for Future Research on Mathematics
Curriculum Enactment
Mary Ann Huntley and Daniel J. Heck. . . . . . . . . . . . . . . . . . . . . . . . . 21
3. Influence of Mathematics Curriculum Enactment on
Student Achievement
Patricia D. Hunsader and Denisse R. Thompson. . . . . . . . . . . . . . . . . . 47
4. Teachers’ Knowledge and the
Enacted Mathematics Curriculum
Ji-Won Son and Sharon L. Senk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
5. Instruments for Studying the
Enacted Mathematics Curriculum
Steven W. Ziebarth, Nicole L. Fonger, and James L. Kratky. . . . . . . . . . 97
6. Conceptualizing the Enacted Curriculum in
Mathematics Education
Janine T. Remillard and Daniel J. Heck. . . . . . . . . . . . . . . . . . . . . . . 121
7. Recommendations for Generating and
Implementing a Research Agenda for
Studying the Enacted Mathematics Curriculum
Kathryn B. Chval, Iris R. Weiss, and Rukiye Didem Taylan. . . . . . . . . 149
Postscript
Zalman Usiskin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
v
vi CONTENTS
Conference Agenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Conference Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
About the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
ACKNOWLEDGEMENTS
This book would not have been possible without the support of a number
of individuals and institutions. First, thanks to the National Science Foun-
dation and initial program officer, John “Spud” Bradley, for funding the
Conference on Research on the Enacted Mathematics Curriculum (DRL
0946433) held at the University of South Florida (Tampa) in November
2010. Without support to hold the conference, there would not have been
the impetus for developing this book.
Second, thanks go to the members of the Steering Committee who pro-
vided guidance in planning the conference: Kathryn B. Chval, Daniel J.
Heck, Mary Ann Huntley, Janine T. Remillard, Sharon L. Senk, Iris R.
Weiss, and Steven W. Ziebarth. Each of these members was willing to write
a chapter for this volume, and in some cases, also mentor early-career
researchers as part of their work to develop the chapter. Thanks also to
Gabriel Cal for his logistics work during the conference and his work in
summarizing notes from discussions among various groups.
As the Principal Investigator of the NSF grant, I am very appreciative
that Zalman Usiskin agreed to co-edit this volume with me. Professor
Usiskin’s long history with curriculum development and careful editing of
chapters was instrumental in ensuring a coherent volume that I hope will
be useful to curriculum researchers at many levels. Finally, thanks are
extended to George Johnson, President of Information Age Publishing,
for his interest in publishing this volume to make the work of the confer-
ence available to the wider mathematics education community.
Denisse R. Thompson
Enacted Mathematics Curriculum: A Conceptual Framework and Research Needs, pp. vii–vii
Copyright © 2014 by Information Age Publishing
All rights of reproduction in any form reserved. vii

PREFACE
Throughout the 20th century, professional organizations and governmen-
tal agencies periodically formed committees to recommend and, in some
cases, mandate changes in the mathematics content that is taught in
schools or in the manner in which mathematics is taught. Justification for
these changes arose from changes in mathematics itself, changes in beliefs
about how students learn, and changes in society.
The current scene in the United States, dominated by the Common Core
State Standards for Mathematics (Council of Chief State School Officers,
2010) and its variants, can be traced back to the 1989 Curriculum and
Evaluation Standards for School Mathematics report of the National Council
of Teachers of Mathematics (NCTM), which recommended many changes
in content. This report was followed by a second NCTM report two years
later, Professional Standards for Teaching Mathematics, which recommended
changes in the ways in which mathematics was taught. Together these
documents have come to be termed the NCTM Standards.
The importance of these documents was quickly demonstrated by the
decision of the National Science Foundation (NSF) to fund multiple cur-
riculum development projects leading to new curriculum materials at the
elementary, middle, and high school levels. The NSF recognized the
importance of curriculum materials to the teaching and learning of math-
ematics. As Begle (1973) noted with regards to comparison studies in the
new math era,
The textbook has a powerful influence on what students learn.… The evi-
dence indicates that most student learning is directed by the text rather
than the teacher. This is an important finding, since the content of the text
is a variable that we can manipulate. (p. 209)
Enacted Mathematics Curriculum: A Conceptual Framework and Research Needs, pp. ix–xiv
Copyright © 2014 by Information Age Publishing
All rights of reproduction in any form reserved. ix