Journal of Curriculum Studies

  Vol. 53, n°5, 10/2021

 

• The role of opportunity to learn in ethnic inequality in mathematics, William H. Schmidt, Siwen Guo & Richard T. Houang
• In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry, Gladys Sunzuma & Aneshkumar Maharaj
• Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum, Colin Foster, Tom Francome, Dave Hewitt & Chris Shore
• Analysis of the intended mathematics curriculum revision process in Mozambique from the perspective of relevance, Satoshi Kusaka, Ismael Cassamo Nhêze & Takuya Baba
• Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history?, Richard Harris
• Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England, Yi Wang & Lianghuo Fan
• Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis, Siobhan Dickens
• 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

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