In this commentary paper I start from the chapters of the book (and related research), and develop an argument for a complementary line of research, which (in my view) deserves additional (and increased) attention in mathematics education research. Whilst curriculum materials have been examined in terms of their quality and support for student learning, less research has focused on teacher learning with educative curriculum materials. This is especially relevant, as teachers are increasingly expected to design their own materials, in particular in times of curriculum change and profusion of digital materials on the web. In this chapter I discuss design criteria and suggest selected design specifications, and their functions, for educative curriculum materials. Moreover, I argue for ‘flexible design criteria’ aligning my suggestions with my earlier work on teacher design capacity.
|Titel||Research on mathematics textbooks and teachers’ resources : advances and issues|
|Redacteuren||L. Fan, L. Trouche, C. Qi, S. Rezat, J. Visnovska|
|Plaats van productie||Cham|
|ISBN van elektronische versie||978-3-319-73253-4|
|ISBN van geprinte versie||978-3-319-73252-7|
|Status||Gepubliceerd - 2018|
|Naam||ICME 13 Monographs|