Chapter 6: The Hidden Geometry of Curriculum

In a recent study of mathematics learning, we worked with several teachers of young adolescents to structure and interpret their students’ classroom experiences. In the first phase of the project, completed in 2001, our collective worked together on a four-week fractions unit. Two weeks into that collaboration, it was clear to all involved that almost every learner’s understanding of rational numbers concepts already surpassed the curriculum’s clearly stated behavioral objectives. Despite this consensus, however, at the meeting to debrief the events of the second week, one teacher opened with the comment, I’m amazed at what my students can do. But I’m a little worried that we’re not going to cover all of the topics, so I think I might use the last two weeks to go through them in order.”