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Conversations with the Mathematics Curriculum: Testing and Teacher Development

dc.contributor.authorBrodie, K. (Karin)
dc.contributor.authorShalem, Y. (Yael)
dc.contributor.authorSapire, I. (Ingrid)
dc.contributor.authorManson, L. (Lynne)
dc.date.accessioned2013-04-20T22:36:53Z
dc.date.available2013-04-20T22:36:53Z
dc.date.issued2013-04
dc.identifier.urihttp://doer.col.org/handle//123456789/2164
dc.description.abstractThis paper addresses the question: how do mathematics teachers make meaning from curriculum statements in relation to their teaching practices. We report on a teacher development activity in which teachers mapped test items from an international test against the national curriculum statement in mathematics. About 50 mathematics teachers across Grades 3-9 worked in small groups with a graduate student or staff member as a group leader. Drawing on focus group interviews with the teachers and the group leaders we show that the activity focused the teachers on the relationships between the intended curriculum and their teaching, i.e. the enacted curriculum, in four areas: content coverage; cognitive challenge; developing meaning for the assessment standards; and sequence and progression. We argue that the activity illuminates ways in which international tests can provide a medium for teacher growth rather than teacher denigration and alienation.en_US
dc.publisherSouth African Institute for Distance Educationen_US
dc.source.urihttp://www.oerafrica.org/ResourceResults/tabid/1562/mctl/Details/id/38783/Default.aspxen_US
dc.subjectmathematicsen_US
dc.subjectcurriculum managementen_US
dc.titleConversations with the Mathematics Curriculum: Testing and Teacher Developmenten_US
dc.identifier.edutagsWeb Resourceen_US
dc.identifier.edutagsLearning Asseten_US
dc.identifier.learningresourcetypeEducator Guideen


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