Discourse Analysis as a Tool to Investigate the Relationship Between Written and Enacted Curricula: The Case of Fraction Multiplication in a Middle School Standards-based Curriculum

Discourse Analysis as a Tool to Investigate the Relationship Between Written and Enacted Curricula: The Case of Fraction Multiplication in a Middle School Standards-based Curriculum

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The study revealed many similarities and differences between the written and enacted curricula; however, most prominent were the findings regarding objectification in the curricula. Sfard defines objectification as qa process in which a noun begins to be used as if it signifies an extradiscursive, self-sustained entity (object), independent of human agencyq (Sfard, 2008, p. 412). She proposes that objectifying is an important process for students' discursive development and that it serves them particularly well in the study of advanced mathematics. Both objectification itself and the opportunities present for objectification were more prevalent in the written curriculum than in the enacted curriculum.The Venn diagram in Figure 3 provides one way to represent the expected results. Mathematical features found in the written curriculum but not found in the enacted curriculum are located in Area A. Conversely, Mathematical features locatedanbsp;...


Title:Discourse Analysis as a Tool to Investigate the Relationship Between Written and Enacted Curricula: The Case of Fraction Multiplication in a Middle School Standards-based Curriculum
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Publisher:ProQuest - 2008
ISBN-13:

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