23 August 2018
Note: This is a pre-print draft of a paper accepted for publication in Proceedings of the ICMI Study 24 Conference.
Abstract
Different groups of stakeholders in curriculum development hold different perspectives on teaching, learning, and the domain of mathematics. The degree to which they coordinate or align their efforts based on these perspectives affects curriculum coherence, both in the design of the intended curriculum and how it is enacted in schools. Stakeholders must be able to share or at least understand each others’ perspectives on the potential implications of research for curriculum design in order for research to have a coherent influence. We are designing the Cambridge Mathematics Framework to link research to mathematics learning in a form that can be mutually considered and applied to the processes of curriculum design and enactment by curriculum designers, resource designers, and teachers. We describe work in progress on the design of the Framework and the processes underway to incorporate feedback into the design and evaluate whether the Framework represents research in such a way that it is likely to be meaningful, useful and used.