Abstract
The teacher is the key to worthwhile mathematical experiences for children. In this chapter, we offer an appreciation of the crucial role played by teachers in any meaningful curriculum; a recognition that teachers need to be supplied with appropriate resources (text or student materials, teacher support material, relevant technology, and an appropriate physical environment); and an acknowledgment that teachers need time: Time to plan, time to meet together, time to assimilate new content and pedagogy into their repertoire, and sufficient hours timetabled for mathematics. The views of teachers as either irrelevant or merely agents of change are examined, and these are contrasted with a view of the teacher as curriculum maker. Some factors which constrain the teacher’s role in mathematics curriculum development are considered, and a range of curriculum projects and approaches to curriculum policy are discussed. During the discussion, reference will be made to experiences in a variety of countries and contexts, illustrative of the points we are making. We also report in greater detail on three specific examples of curriculum development (in Papua New Guinea, a DutchlU.S. joint initiative, and Australia), and reflect on the implications of these examples for those seeking to maximise the role of the teacher in curriculum development.
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Clarke, B., Clarke, D., Sullivan, P. (1996). The Mathematics Teacher and Curriculum Development. In: Bishop, A.J., Clements, K., Keitel, C., Kilpatrick, J., Laborde, C. (eds) International Handbook of Mathematics Education. Kluwer International Handbooks of Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1465-0_34
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