TY - JOUR
T1 - Walking around the curriculum tree
T2 - An analysis of a third/fourth-grade mathematics lesson
AU - Ross, Vicki
PY - 2003
Y1 - 2003
N2 - 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.
AB - 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.
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U2 - 10.1080/0022027032000083560
DO - 10.1080/0022027032000083560
M3 - Article
AN - SCOPUS:33744970376
SN - 0022-0272
VL - 35
SP - 567
EP - 584
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
IS - 5
ER -