id: 06388283
dt: j
an: 2015a.00341
au: Remillard, Janine T.; Heck, Daniel J.
ti: Conceptualizing the curriculum enactment process in mathematics education.
so: ZDM, Int. J. Math. Educ. 46, No. 5, 705-718 (2014).
py: 2014
pu: Springer, Berlin/Heidelberg
la: EN
cc: D30 B70
ut: enacted curriculum; curriculum implementation; mathematics instruction;
instructional materials; curriculum framework
ci:
li: doi:10.1007/s11858-014-0600-4
ab: Summary: This article explores the following question: What does it mean to
enact curriculum? In order to do so, it offers a conceptualization of
the enacted curriculum and situates it within a curriculum policy,
design, and enactment system. The system depicts the formal and
operational domains in which curricular aims and objectives are
developed and curriculum plans formulated and enacted. The authors
situate the enacted mathematics curriculum in the operational part of
the system and define it as the interactions between teachers and
students around mathematical tasks of a lesson and collection of
lessons, but argue that understanding what it means to enact curriculum
involves examining the many places within the system that curricular
elements are translated and transformed.
rv: