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From the written to the enacted curricula: the intermediary role of middle school mathematics teachers in shaping students’ opportunity to learn. (English)
Sch. Sci. Math. 106, No. 4, 191 (2006).
Summary: In this paper is reported the extent of textbook use by 39 middle school mathematics teachers in six states, 17 utilizing a textbook series developed with funding from the National Science Foundation (NSF-funded) and 22 using textbooks developed by commercial publishers (publisher-generated). Results indicate that both sets of teachers placed significantly higher emphasis on Number and Operation, often at the expense of other content strands. Location of topics within a textbook represented an oversimplified explanation of what mathematics gets taught or omitted. Most teachers using an NSF-funded curriculum taught content intended for students in a different (lower) grade, and both sets of teachers supplemented with skill-building and "practice" worksheets. Implications for documenting teachers’ "fidelity of implementation" (National Research Council, 2004) are offered. (Contains 3 tables and 7 figures.) (ERIC)
Classification: C73 D43 U23
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