Aspects of the teacher-textbook relationship: What can we learn about teachers when they tag didactic metadata?

Author:

Olsher ShaiORCID,Cooper Jason

Funder

Ministry of Science and Technology, Israel

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference34 articles.

1. Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–14.

2. Brown, M. (2009). Toward a theory of curriculum design and use: Understanding the teacher–tool relationship. In J. Remillard, B. Herbel-Eisenman, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–37). Routledge.

3. Cai, J., Wang, T., & Ding, M. (2014). How do exemplary Chinese and US Mathematics teachers view instructional coherence? Educational Studies in Mathematics, 85, 265–280.

4. Cooper, J., Olsher, S., & Yerushalmy, M. (2020a). Didactic metadata informing teachers’ selection of learning resources—Boundary-crossing in professional development. Journal of Mathematics Teacher Education, 23, 363–384. https://doi.org/10.1007/s10857-019-09428-1

5. Cooper. J., Olsher, S., & Yerushalmy, M. (2020b). Empirical Reconstruction of Learning Progressions Based on Teachers’ Tagging of Didactic Metadata. The Journal of Mathematics Behavior. Advance online publication. https://www.sciencedirect.com/science/article/pii/S0732312320300973

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