Teaching Mathematics in Grades 6 − 12: Developing Research-Based Instructional Practices will provide prospective teachers mathematics in grades 6 − 12 with guidance on what to cover in secondary mathematics courses and how to cover those topics. The text is based on the premise that engaging prospective teachers in the study of students’ mathematical thinking is a powerful and under-utilized strategy for secondary teacher education. The six chapters in Part I of the text provides an induction to the field of mathematics education. The five chapters in Part II describe how students think about mathematical concepts. Borrowing an organizational strategy from the Common Core State Standards, standards documents of the National Council of Teachers of Mathematics, and standards documents of many states, each of chapters in this part is devoted to a specific mathematics content strand.
Chapter 4: Mathematics Curriculum Models and Techniques
Mathematics Curriculum Models and Techniques
The word curriculum has been defined in many different ways. A definition that encompasses many existing ideas about curriculum is
An operational plan for instruction that details what mathematics students need to know, how students are to achieve the identified curricular goals, what teachers are to do to help students develop their mathematical knowledge, and the context in which teaching and learning occur. (National Council of Teachers of Mathematics [NCTM], 1989, p. 1)
Given this broad definition, it can be seen that previous chapters have already discussed some curricular considerations, and subsequent chapters will continue to do so. This chapter extends curricular ideas discussed so far and also sets the stage for the second portion of the ...