Curriculum documentation and the development of effective sequences of learning experiences

Janette Bobis, Ann Downton, Sally Hughes, Sharyn Livy, Melody McCormick, James Russo, Peter Sullivan

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


In this article we focus on ways that the documented curriculum can inform the construction and implementation of planned sequences of experiences to support mathematics learning. We report on the early stages of a research project which is examining ways that thoughtfully created, cumulative, challenging and connected experiences can both initiate and consolidate mathematics learning. It is intended that through an iterative cycle of design-test-redesign-retest we will ultimately transform the documented curriculum into a set of refined and empirically developed sequences of learning experiences that are accessible by a diverse range of students.
Original languageEnglish
Title of host publicationICMI Study 24 Conference Proceedings
Subtitle of host publicationSchool Mathematics Curriculum Reforms: Challenges, Changes and Opportunities
EditorsYoshinori Shimizu, Renuka Vithal
Place of PublicationBerlin Germany
PublisherInternational Commission on Mathematical Instruction (ICMI)
Number of pages8
ISBN (Electronic)9784924843936
Publication statusPublished - 2018
EventInternational Commission on Mathematical Instruction (ICMI) Study Conference 2018 - Tsukuba International Congress Center, Tsukuba, Japan
Duration: 25 Nov 201830 Nov 2018
Conference number: 24th


ConferenceInternational Commission on Mathematical Instruction (ICMI) Study Conference 2018
Abbreviated titleICMI Study 2018
Internet address


  • Mathematics education
  • Challenging tasks
  • Learning sequences
  • Primary mathematics curriculum
  • Primary education

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