Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics. / Misfeldt, Morten; Tamborg, Andreas Lindenskov; Dreyøe, Jonas; Allsopp, Benjamin Brink.

In: International Journal of Educational Research, Vol. 94, 2019, p. 122-133.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Misfeldt, M, Tamborg, AL, Dreyøe, J & Allsopp, BB 2019, 'Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics', International Journal of Educational Research, vol. 94, pp. 122-133. https://doi.org/10.1016/j.ijer.2018.12.001

APA

Misfeldt, M., Tamborg, A. L., Dreyøe, J., & Allsopp, B. B. (2019). Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics. International Journal of Educational Research, 94, 122-133. https://doi.org/10.1016/j.ijer.2018.12.001

Vancouver

Misfeldt M, Tamborg AL, Dreyøe J, Allsopp BB. Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics. International Journal of Educational Research. 2019;94:122-133. https://doi.org/10.1016/j.ijer.2018.12.001

Author

Misfeldt, Morten ; Tamborg, Andreas Lindenskov ; Dreyøe, Jonas ; Allsopp, Benjamin Brink. / Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics. In: International Journal of Educational Research. 2019 ; Vol. 94. pp. 122-133.

Bibtex

@article{105c13a820494aec9acfdc73843acc91,
title = "Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics",
abstract = "In this article, we explore the relationship between teacher practice, technological infrastructure, and national curriculum standards using one teacher{\textquoteright}s experience as outset for theoretical exploration of relations between curriculum and technology in digital learning platforms. We present a project testing a learning platform that connects national standards with specific learning objectives. The example is analyzed using both curriculum theory and documentational genesis. This case shows how the intentions of the national curriculum standards becomes an integrated part of the teachers{\textquoteright} documentational genesis within the learning platform. Rules and national curriculum standards become parts of the teachers{\textquoteright} resource systems together with the learning platform, and this combination influences planned and enacted curricula and impact teachers{\textquoteright} work in ways not easily predicted.",
author = "Morten Misfeldt and Tamborg, {Andreas Lindenskov} and Jonas Drey{\o}e and Allsopp, {Benjamin Brink}",
year = "2019",
doi = "10.1016/j.ijer.2018.12.001",
language = "English",
volume = "94",
pages = "122--133",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Tools, rules and teachers: The relationship between curriculum standards and resource systems when teaching mathematics

AU - Misfeldt, Morten

AU - Tamborg, Andreas Lindenskov

AU - Dreyøe, Jonas

AU - Allsopp, Benjamin Brink

PY - 2019

Y1 - 2019

N2 - In this article, we explore the relationship between teacher practice, technological infrastructure, and national curriculum standards using one teacher’s experience as outset for theoretical exploration of relations between curriculum and technology in digital learning platforms. We present a project testing a learning platform that connects national standards with specific learning objectives. The example is analyzed using both curriculum theory and documentational genesis. This case shows how the intentions of the national curriculum standards becomes an integrated part of the teachers’ documentational genesis within the learning platform. Rules and national curriculum standards become parts of the teachers’ resource systems together with the learning platform, and this combination influences planned and enacted curricula and impact teachers’ work in ways not easily predicted.

AB - In this article, we explore the relationship between teacher practice, technological infrastructure, and national curriculum standards using one teacher’s experience as outset for theoretical exploration of relations between curriculum and technology in digital learning platforms. We present a project testing a learning platform that connects national standards with specific learning objectives. The example is analyzed using both curriculum theory and documentational genesis. This case shows how the intentions of the national curriculum standards becomes an integrated part of the teachers’ documentational genesis within the learning platform. Rules and national curriculum standards become parts of the teachers’ resource systems together with the learning platform, and this combination influences planned and enacted curricula and impact teachers’ work in ways not easily predicted.

U2 - 10.1016/j.ijer.2018.12.001

DO - 10.1016/j.ijer.2018.12.001

M3 - Journal article

VL - 94

SP - 122

EP - 133

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

ER -

ID: 228082678