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A Curriculum Analysis Framework for Conceptual Understanding of Mathematics

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Abstract:

This paper describes an analytical framework for analyzing mathematics curriculum in terms of its potential to support conceptual understanding. Situated in the research literature on curriculum content analysis and various theoretical perspectives on conceptual development, the proposed framework includes two stages: describing and mapping. The goal of our framework is to identify areas of strength and weakness for future improvement.

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concept (22), mathemat (20), curriculum (13), activ (11), understand (9), imag (9), definit (8), support (8), student (8), framework (7), educ (7), research (7), use (7), stage (6), learn (6), examin (5), conceptu (5), western (5), univers (5), michigan (5), practic (5),
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Name: North American Chapter of the International Group for the Psychology of Mathematics Education
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URL: http://citation.allacademic.com/meta/p24742_index.html
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MLA Citation:

Lo, Jane-Jane., Mingus, Tabitha., Cox, Dana., Hervas, David. and Thomas, Todd. "A Curriculum Analysis Framework for Conceptual Understanding of Mathematics" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2013-12-17 <http://citation.allacademic.com/meta/p24742_index.html>

APA Citation:

Lo, J. , Mingus, T. , Cox, D. , Hervas, D. and Thomas, T. , 2005-10-20 "A Curriculum Analysis Framework for Conceptual Understanding of Mathematics" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2013-12-17 from http://citation.allacademic.com/meta/p24742_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper describes an analytical framework for analyzing mathematics curriculum in terms of its potential to support conceptual understanding. Situated in the research literature on curriculum content analysis and various theoretical perspectives on conceptual development, the proposed framework includes two stages: describing and mapping. The goal of our framework is to identify areas of strength and weakness for future improvement.

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