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dc.contributor.authorDrake, Corey
dc.date.accessioned2019-05-20T02:41:12Z
dc.date.accessioned2020-01-09T19:04:04Z-
dc.date.available2019-05-20T02:41:12Z
dc.date.available2020-01-09T19:04:04Z-
dc.date.issued2006-06
dc.identifier.citationDrake, C. (2006). Using Teacher Narrative to Understand Teachers' Uses of Curriculum Materials. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 134-139). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.134
dc.identifier.urihttps://repository.isls.org//handle/1/3487-
dc.description.abstractIn this paper, teachers' mathematics stories narratives of their prior and current experiences with mathematics are used to identify and understand patterns in teachers' uses of curriculum materials. In particular, interview and observation data from twenty urban elementary teachers piloting a reform-oriented curriculum are used to link patterns in teachers' mathematics stories to patterns in teachers' curriculum interactions and enactments. The paper concludes with a discussion of the implications of these findings for the design of curriculum materials as vehicles for the large-scale implementation of mathematics education reform.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleUsing Teacher Narrative to Understand Teachers' Uses of Curriculum Materialsen_US
dc.typePapersen_US
Appears in Collections:ICLS 2006

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