Walking around the curriculum tree: An analysis of a third/fourth-grade mathematics lesson

Research output: Contribution to journalArticle

Abstract

This study, part of a narrative classroom inquiry into the teaching and learning of mathematics in a Canadian elementary classroom, emerges from the three years I was a participant-observer in Janine O'Neil's 3rd/4th-grade classroom at Bay Street Community School. Drawing on the curriculum commonplaces of teacher, social milieu, subject matter, and learner, I portray the various viewpoints and interests that shape curriculum of a 3rd/4th-grade lesson. In the process of engaging the various perspectives of the curriculum commonplaces, a challenge to formalistic thinking in and about education develops, which has implications in this time of standardization and central government influences on education.

Original languageEnglish (US)
Pages (from-to)567-584
Number of pages18
JournalJournal of Curriculum Studies
Volume35
Issue number5
DOIs
StatePublished - Dec 1 2003
Externally publishedYes

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mathematics
curriculum
classroom
social milieu
education
narrative
Teaching
teacher
school
learning
community
time

ASJC Scopus subject areas

  • Education

Cite this

Walking around the curriculum tree : An analysis of a third/fourth-grade mathematics lesson. / Ross, Vicki.

In: Journal of Curriculum Studies, Vol. 35, No. 5, 01.12.2003, p. 567-584.

Research output: Contribution to journalArticle

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