Abstract
Curriculum is a key resource that the vast majority of teachers utilize, yet authentic connections to children’s everyday experiences are not necessarily straightforward with curriculum materials. Because curriculum materials have a direct influence on teachers’ instruction, we must prepare teachers to analyze curriculum in ways that enable integration of connections to children’s everyday experiences and knowledge. In this chapter, we present a case study of a trio of prospective teachers who used a curriculum analysis tool to analyze curriculum materials. In using this resource, they considered how materials might be drawing on children’s everyday mathematical experiences and knowledge. We examine how this tool supported prospective teachers’ curricular noticing, meaning how prospective teachers attended to particular curricular features, interpreted those features, and then made decisions to draw upon such features to design instruction. The prospective teachers recognized opportunities for connections in the materials to the extent that they often seemed to foreground the focus on communities with the mathematics in the background. Additionally, they recognized instances when more could have been included in the materials to form connections between the mathematics and students’ lives and experiences. Finally, the prospective teachers made adaptations based on the materials in ways they considered would improve the lesson. Given the outcomes of this case, we argue for opportunities for prospective teachers to analyze curriculum materials with an eye toward mathematical community resources.
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Appendix A: Curriculum Spaces Analysis Tool
Appendix A: Curriculum Spaces Analysis Tool
Overall lesson | ||||
What are the central mathematical goals or ideas of this lesson? | ||||
Question for lesson phases | Launch | Explore | Summary | Lesson peripheries a |
1. What makes the task(s) in each phase of the lesson good and/or problematic? Consider: Multiple entry points Representations used Level of cognitive demand Language supports Alignment with lesson goal(s) | ||||
2. Where are the opportunities for activating or connecting to family/cultural/ community knowledge in each phase of the lesson? | ||||
3. How does each phase of the lesson open spaces for making real-world connections? Do students have opportunities to make their own connections? | ||||
4. Where are the opportunities for students to make sense of the mathematics and develop/use their own solution strategies and approaches? | ||||
5. What kinds of spaces exist for children to share and discuss their mathematical thinking with the teacher and the class? | ||||
6. Where does the math authority reside in the lesson (e.g., only with teacher, only with textbook, only a few students, shared among teacher and students)? | ||||
Possible lesson adaptations | ||||
Given your responses above, what kinds of adaptations might you make to each of the phases of the lesson? | ||||
What kinds of adaptations might you make to the overall lesson structure or order? | ||||
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Amador, J.M., Earnest, D. (2019). Integrating Curriculum and Community Spaces. In: Bartell, T., Drake, C., McDuffie, A., Aguirre, J., Turner, E., Foote, M. (eds) Transforming Mathematics Teacher Education. Springer, Cham. https://doi.org/10.1007/978-3-030-21017-5_9
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