Journal of Curriculum Studies, Volume 53, Issue 5 (2021)

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Journal of Curriculum Studies, Volume 53, Issue 5 (2021)

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Article
The role of opportunity to learn in ethnic inequality in mathematics
William H. Schmidt, Siwen Guo & Richard T. Houang
Pages: 579-600
Published online: 05 Jan 2021
AbstractforThe role of opportunity to learn in ethnic inequality in mathematics | Full Text | References | PDF (1.1 MB) | EPUB
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In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry
Gladys Sunzuma & Aneshkumar Maharaj
Pages: 601-620
Published online: 04 Oct 2020
AbstractforIn-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry | Full Text | References | PDF (3.9 MB) | EPUB
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Article
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum
Colin Foster, Tom Francome, Dave Hewitt & Chris Shore
Pages: 621-641
Published online: 07 Apr 2021
AbstractforPrinciples for the design of a fully-resourced, coherent, research-informed school mathematics curriculum | Full Text | References | PDF (414.1 KB) | EPUB
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Article
Analysis of the intended mathematics curriculum revision process in Mozambique from the perspective of relevance
Satoshi Kusaka, Ismael Cassamo Nhêze & Takuya Baba
Pages: 642-658
Published online: 01 Dec 2020
AbstractforAnalysis of the intended mathematics curriculum revision process in Mozambique from the perspective of relevance | Full Text | References | PDF (675.9 KB) | EPUB
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Article
Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history?
Richard Harris
Pages: 659-674
Published online: 20 Feb 2021
AbstractforRisk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history? | Full Text | References | PDF (338.2 KB) | EPUB | Supplemental
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Article
Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England
Yi Wang & Lianghuo Fan
Pages: 675-691
Published online: 22 Jun 2021
AbstractforInvestigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England | Full Text | References | PDF (716.5 KB) | EPUB | Supplemental
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Article
Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis
Siobhan Dickens
Pages: 692-710
Published online: 19 May 2021
AbstractforIntentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis | Full Text | References | PDF (388.6 KB) | EPUB
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Article
Enacting curriculum ‘in a good way:’ Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes
Anita Prest, J. Scott Goble, Hector Vazquez-Cordoba & Beth Tuinstra
Pages: 711-728
Published online: 25 Feb 2021
AbstractforEnacting curriculum ‘in a good way:’ Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes | Full Text | References | PDF (330.5 KB) | EPUB
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