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Enhancing Teacher Learning with Curriculum Resources

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Research on Mathematics Textbooks and Teachers’ Resources

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

In this commentary paper I start from the chapters of the book (and related research), and develop an argument for a complementary line of research, which (in my view) deserves additional (and increased) attention in mathematics education research. Whilst curriculum materials have been examined in terms of their quality and support for student learning, less research has focused on teacher learning with educative curriculum materials. This is especially relevant, as teachers are increasingly expected to design their own materials, in particular in times of curriculum change and profusion of digital materials on the web. In this chapter I discuss design criteria and suggest selected design specifications, and their functions, for educative curriculum materials. Moreover, I argue for ‘flexible design criteria’ aligning my suggestions with my earlier work on teacher design capacity.

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Authors and Affiliations

  1. Eindhoven University of Technology, Eindhoven, The Netherlands

    Birgit Pepin

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  1. Birgit Pepin
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Correspondence to Birgit Pepin .

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Editors and Affiliations

  1. Southampton Education School, University of Southampton, Southampton, United Kingdom

    Lianghuo Fan

  2. Institut Français de l’Education, École Normale Supérieure de Lyon, Lyon, France

    Luc Trouche

  3. Faculty of Education, Beijing Normal University, Beijing, China

    Chunxia Qi

  4. EIM—Institut für Mathematik, Universität Paderborn, Paderborn, Germany

    Sebastian Rezat

  5. School of Education, The University of Queensland, Brisbane, Queensland, Australia

    Jana Visnovska

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Pepin, B. (2018). Enhancing Teacher Learning with Curriculum Resources. In: Fan, L., Trouche, L., Qi, C., Rezat, S., Visnovska, J. (eds) Research on Mathematics Textbooks and Teachers’ Resources. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73253-4_17

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  • DOI: https://doi.org/10.1007/978-3-319-73253-4_17

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73252-7

  • Online ISBN: 978-3-319-73253-4

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