Definition and Historical Background
The word curriculum has had several meanings over time and has been interpreted broadly not only as a project about what should be learned by students but, in the context of teachers and curriculum, as all the experiences which occur within a classroom. These different meanings are grounded in different assumptions about teaching and the nature of interactions of the teacher with ideas that support curriculum guidelines (Clandinin and Connelly 1992). These different meanings have defined several roles of teachers in mathematics curriculum development that can be described as the history of a shift from teachers as curriculum users to teachers as curriculum interpreters and/or curriculum makers. Whereas the former view assumes curricula to be “teacher-proof,” the latter includes teachers’ activities like reflecting, negotiating issues of curricula and disseminating to their peers. This shift mirrors acknowledgment of the centrality of the teacher in...
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Llinares, S., Krainer, K., Brown, L. (2020). Mathematics Teachers and Curricula. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_111
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