Adapting Mathematics Curriculum-Making: Lessons Learned from/with Elementary Preservice Teachers for Curriculum Research
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| Title: | Adapting Mathematics Curriculum-Making: Lessons Learned from/with Elementary Preservice Teachers for Curriculum Research |
|---|---|
| Language: | English |
| Authors: | Evan Throop-Robinson, Lori McKee |
| Source: | Brock Education: A Journal of Educational Research and Practice. 2024 33(2):8-31. |
| Availability: | Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Curriculum Development, Elementary School Teachers, Preservice Teachers, Educational Research, Teaching Methods, Mathematics Curriculum, Educational Change, Lesson Plans, Research Design, Foreign Countries, Educational Environment, Home Study, Adjustment (to Environment) |
| Geographic Terms: | Canada |
| ISSN: | 1183-1189 |
| Abstract: | This paper offers insights into how mathematics education researchers can learn from preservice teachers (PSTs) by building upon parallels between adapting curriculum-making and designing research. The pandemic created learning opportunities for PSTs to anticipate mathematics curriculum anew and obstacles for researchers to study their pedagogical processes. A multiple case study reveals how PSTs in Year 1 and Year 2 of a Bachelor of Education program reimagined their intended mathematics curriculum to meet the demands of the evolving pandemic context. Viewed through the lens of complexity thinking and conceptions of "currere" and curriculum-making, PSTs' lesson redesigns include new contexts for teaching and learning (e.g., home environment, parental/guardian involvement, materials) that illuminate how curriculum researchers might become more tentative, responsive, and adaptable to unforeseen circumstances. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1433515 |
| Database: | ERIC |
| Abstract: | This paper offers insights into how mathematics education researchers can learn from preservice teachers (PSTs) by building upon parallels between adapting curriculum-making and designing research. The pandemic created learning opportunities for PSTs to anticipate mathematics curriculum anew and obstacles for researchers to study their pedagogical processes. A multiple case study reveals how PSTs in Year 1 and Year 2 of a Bachelor of Education program reimagined their intended mathematics curriculum to meet the demands of the evolving pandemic context. Viewed through the lens of complexity thinking and conceptions of "currere" and curriculum-making, PSTs' lesson redesigns include new contexts for teaching and learning (e.g., home environment, parental/guardian involvement, materials) that illuminate how curriculum researchers might become more tentative, responsive, and adaptable to unforeseen circumstances. |
|---|---|
| ISSN: | 1183-1189 |
