Titlebook: Elementary Mathematics Curriculum Materials; Designs for Student Janine T. Remillard,Ok-Kyeong Kim Book 2020 Springer Nature Switzerland A

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泥沼

Examining the Pedagogical Approaches in Five Curriculum Programscher, sources of knowledge, and cognitive demand of tasks. We also consider ways that these features bolster or moderate one another. Using a dialogic-to-direct instruction continuum?characterized by Munter and colleagues, we highlight several key differences of the pedagogical approaches across the

indignant

Authors Retrospective Reflections on Designing Opportunities for Student Learningprocess of curriculum development and the evolving nature of curriculum, along with challenges the curriculum authors faced. In doing so, we seek to juxtapose our analysis of the designed curriculum materials with the authors’ intentions.

Eviction

Beyond the Script: How Curriculum Authors Communicate with Teachers as Curriculum Enactorscombine directive and educative communication much more extensively than others. When looking across findings from previous chapters, we found alignment between mathematical emphasis, pedagogical approach, and approach to communicating with the teacher in the lesson guide. The findings in this chapt

gustation

Examining Communication About Mathematics in Elementary Curriculum Materials mathematics to teachers: (1) descriptions of procedures and steps, (2) explanations of strategies, (3) explanations of concepts, definitions, and conventions, (4) explanations of representations, and (5) explanations of connections, relationships, and applications. Based on the findings of the stud

Oratory

How Curriculum Materials Support Teachers’ Noticing of Student Thinkingd. The final program used a combination of the two approaches. As teachers do not tend to use PNCMT without focused education and support, we hypothesize that curriculum programs that provide models for PNCMT are more likely to support teachers in learning to attend to student thinking. Our findings

Oratory

meretricious

啪心兒跳動(dòng)

R. Vander Griend,C. Sollaci,G. Millercher, sources of knowledge, and cognitive demand of tasks. We also consider ways that these features bolster or moderate one another. Using a dialogic-to-direct instruction continuum?characterized by Munter and colleagues, we highlight several key differences of the pedagogical approaches across the

faddish

Limb Salvage of the Diabetic Footprocess of curriculum development and the evolving nature of curriculum, along with challenges the curriculum authors faced. In doing so, we seek to juxtapose our analysis of the designed curriculum materials with the authors’ intentions.