A cross-cultural analysis of the voice of curriculum materials

This paper presents a cross-cultural analysis of how authors of elementary mathematics curriculum materials communicate with teachers and what they communicate about, focusing on six teacher’s guides from three distinct school systems, Flanders, U.S. and Sweden. Findings revealed distinct differences between approaches common to each cultural context that relate to different educational traditions. These findings point to differing assumptions about the knowledge needed by teachers to enact instruction. Further research is needed to explore these patterns qualitatively and consider teachers’ u... Mehr ...