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

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Metin Kucukkaya,Ozgur KarakoyunUBiT) project. After providing a brief historical overview of the evolution of mathematics curriculum materials in the USA, beginning in 1990, we detail the framework guiding our analysis of five elementary mathematics programs, along with a set of assumptions that undergird our approach. We then lo

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R. Vander Griend,C. Sollaci,G. MillerV), . (MIF), . (MTB), and Scott Foresman–Addison Wesley . (SFAW). See Chap. . for more details about the programs.). Specifically, we consider explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical idea

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Limb Salvage of the Diabetic Footof them: mathematical emphasis, pedagogical approaches, and how authors communicate with teachers. In this chapter, we offer perspectives on these design features from the vantage point of three teams of curriculum authors. Drawing on extensive conversations with the author teams, we describe their

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Liminality and Critical Event Studiesond differentially to students, based on the strategies that they choose or mis/understandings that they demonstrate. This chapter analyzes whether and how teacher’s guides in five elementary mathematics curriculum programs offer support to teachers related to noticing student thinking. As reported

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