Curriculum spaces for connecting to children’s multiple mathematical knowledge bases

Tonia J. Land, Tonya G. Bartell, Corey Drake, Mary Q. Foote, Amy Roth McDuffie, Erin E. Turner, Julia M. Aguirre

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB.

Original languageEnglish (US)
Pages (from-to)471-493
Number of pages23
JournalJournal of Curriculum Studies
Volume51
Issue number4
DOIs
StatePublished - Jul 4 2019

Keywords

  • Elementary education
  • children’s funds of knowledge
  • children’s mathematical thinking
  • curriculum materials
  • elementary mathematics

ASJC Scopus subject areas

  • Education

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  • Cite this

    Land, T. J., Bartell, T. G., Drake, C., Foote, M. Q., Roth McDuffie, A., Turner, E. E., & Aguirre, J. M. (2019). Curriculum spaces for connecting to children’s multiple mathematical knowledge bases. Journal of Curriculum Studies, 51(4), 471-493. https://doi.org/10.1080/00220272.2018.1428365