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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