Teachers’ Interactions with Curriculum Materials in Mathematics Education

From the 1990s, teachers have been provided with a considerable number of materials produced and distributed by different governments to develop a mathematics curriculum to perform as curriculum implementers and promote the mathematical reform of different teaching systems. These resources have been researching tools. However, the types of use that teachers make of them are still little explored. In this article, we present the results of a study that aimed to understand the relationship between teacher-curriculum materials in the area of mathematics education, which takes discussions about teaching competencies of curriculum design as theoretical contributions. The research analysed a research report, and meta-analysis was the methodology adopted. The results indicate that affordances and constraints qualify the materials and potentiate the agency and its displacement, both for teachers and for materials, thus imparting different interactions between these two agents of curriculum development in mathematics.

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Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers’ Curriculum Development

Curriculum Inquiry ◽

10.1111/0362-6784.00130 ◽

1999 ◽

Vol 29 (3) ◽

pp. 315-342 ◽

Cited By ~ 139

Author(s):

Janine T. Remillard

Keyword(s):

Mathematics Education ◽

Curriculum Development ◽

Education Reform ◽

Curriculum Materials

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Review: Goals, Goals, and More Goals

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.19.2.0184 ◽

1988 ◽

Vol 19 (2) ◽

pp. 184-188

Author(s):

Glenda Lappan

Keyword(s):

United States ◽

Mathematics Education ◽

The Netherlands ◽

Curriculum Development ◽

Mathematics Teaching ◽

Teaching And Learning ◽

Mathematics Curriculum ◽

The United States ◽

Three Dimensions ◽

Mathematics Teaching And Learning

In 1968 in the Netherlands, the Commission for Modernization of rhe Mathematics Curriculum started a new project—Wiskobas—whose goal was the improvement of mathematics education for ages 6–12 through instruction at reacher training colleges. Three Dimensions reviews the first 10 years of the Wiskobas effort. In particular, it focuses on an elaboration of the interplay between curriculum development at Wiskobas, mathematics education issues in Europe and the United States, and the setting of goals that guide and explain the view of mathematics teaching and learning that evolved at Wiskobas between 1968 and 1978.

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Sound Off! Mathematics Curricula and Guinea Pigs

Mathematics Teacher ◽

10.5951/mt.94.1.0006 ◽

2001 ◽

Vol 94 (1) ◽

pp. 6-7

Author(s):

Robert Reys

Keyword(s):

Mathematics Education ◽

Guinea Pigs ◽

National Science Foundation ◽

Mathematics Curriculum ◽

Mathematics Learning ◽

Curriculum Materials ◽

Education Community ◽

National Media ◽

National Science ◽

Mathematics Curricula

Today Standards-based mathematics curricula are often discussed. In this commentary, Standardsbased refers to mathematics curriculum materials that are designed to address the content and pedagogy guidelines outlined in the NCTM's Standards documents (NCTM 1989, 1991, 2000). Standardsbased mathematics curricula projects funded by the National Science Foundation (NSF) are available for use in schools and have sparked serious disagreements about what and how mathematics should be taught in schools. Charges and countercharges have been made (Becker and Jacob 2000; Kilpatrick 1997; Wu 1997). Ads in prominent media have served as outlets to polarize those with opposing viewpoints. They have also brought an unprecedented level of national attention to mathematics education. Strategies for improving the mathematics learning of our children have long been debated and researched within the mathematics education community. However, the recent organized use of national media outlets to broadcast disagreements has created an unhealthy and unproductive atmosphere.

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Relationship between total plasma homocysteine and the risk of aneurysms – a meta-analysis

VASA ◽

10.1024/0301-1526/a000891 ◽

2020 ◽

pp. 1-6

Author(s):

Hanji Zhang ◽

Dexin Yin ◽

Yue Zhao ◽

Yezhou Li ◽

Dejiang Yao ◽

...

Keyword(s):

Large Scale ◽

Meta Analysis ◽

Single Species ◽

Total Plasma ◽

Control Groups ◽

Randomized Controlled ◽

Randomized Controlled Studies ◽

The Difference ◽

The Relationship ◽

Healthy Participants

Summary: Our meta-analysis focused on the relationship between homocysteine (Hcy) level and the incidence of aneurysms and looked at the relationship between smoking, hypertension and aneurysms. A systematic literature search of Pubmed, Web of Science, and Embase databases (up to March 31, 2020) resulted in the identification of 19 studies, including 2,629 aneurysm patients and 6,497 healthy participants. Combined analysis of the included studies showed that number of smoking, hypertension and hyperhomocysteinemia (HHcy) in aneurysm patients was higher than that in the control groups, and the total plasma Hcy level in aneurysm patients was also higher. These findings suggest that smoking, hypertension and HHcy may be risk factors for the development and progression of aneurysms. Although the heterogeneity of meta-analysis was significant, it was found that the heterogeneity might come from the difference between race and disease species through subgroup analysis. Large-scale randomized controlled studies of single species and single disease species are needed in the future to supplement the accuracy of the results.

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A Meta-Analysis of Interviews and Cognitive Ability

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000091 ◽

2013 ◽

Vol 12 (4) ◽

pp. 157-169 ◽

Cited By ~ 7

Author(s):

Philip L. Roth ◽

Allen I. Huffcutt

Keyword(s):

Cognitive Ability ◽

Meta Analysis ◽

Incremental Validity ◽

Employment Interviews ◽

Moderator Analysis ◽

The Future ◽

Research Questions ◽

Meta Analyses ◽

The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

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The Relationship Between Immorality and Cleansing

Social Psychology ◽

10.1027/1864-9335/a000349 ◽

2018 ◽

Vol 49 (5) ◽

pp. 303-309 ◽

Cited By ~ 3

Author(s):

Jedidiah Siev ◽

Shelby E. Zuckerman ◽

Joseph J. Siev

Keyword(s):

Effect Size ◽

Meta Analysis ◽

Weighted Mean ◽

The Relationship

Abstract. In a widely publicized set of studies, participants who were primed to consider unethical events preferred cleansing products more than did those primed with ethical events ( Zhong & Liljenquist, 2006 ). This tendency to respond to moral threat with physical cleansing is known as the Macbeth Effect. Several subsequent efforts, however, did not replicate this relationship. The present manuscript reports the results of a meta-analysis of 15 studies testing this relationship. The weighted mean effect size was small across all studies (g = 0.17, 95% CI [0.04, 0.31]), and nonsignificant across studies conducted in independent laboratories (g = 0.07, 95% CI [−0.04, 0.19]). We conclude that there is little evidence for an overall Macbeth Effect; however, there may be a Macbeth Effect under certain conditions.

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