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Education Sciences
Special Issues
Curriculum Development in Mathematics Education
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Curriculum Development in Mathematics Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (31 March 2025) | Viewed by 5342

Special Issue Editors

Dr. Lili Zhou

E-Mail Website
Guest Editor
Curriculum & Instruction, California State University, Los Angeles, CA 90032, USA
Interests: K-12 mathematics curriculum; spanning standards; textbooks; mathematics assessment
Dr. Jane-Jane Lo

E-Mail Website
Guest Editor
Matematica, Western Michigan University, Kalamazoo, MI 49008, USA
Interests: mathematics curriculum analysis; the development of proportional and geometric reasoning in k-12 students and preservice teachers

Special Issue Information

Dear Colleagues,

We are excited to announce a call for papers for a Special Issue focused on Mathematics Curriculum Research. This Special Issue aims to explore the pivotal role that curriculum plays in shaping the landscape of mathematics education and to foster discussions on innovative approaches, challenges, and advancements in the field. Through insightful contributions, we aspire to create a space in which researchers, educators, and policymakers can engage in a dynamic dialogue and contribute to the ongoing evolution and improvement of mathematics curricular.

We welcome contributions that delve into various aspects of mathematics curriculum research, including, but not limited to, the following:

  • Analysis of curriculum design and its impact on learning
  • Alignment between curriculum, standards, and assessments
  • Innovative pedagogical approaches in mathematics curriculum
  • Evaluation of the impact of curriculum interventions
  • Integration of technology in mathematics curriculum
  • Advancing methodologies in mathematics curriculum studies
  • Evolving mathematics curriculum in STEM education
  • Cultural and contextual considerations in mathematics curriculum 

We welcome empirical studies, theoretical contributions, and practical insights that contribute to the broader understanding of mathematics curriculum research.

Best Regards,

Dr. Lili Zhou
Dr. Jane-Jane Lo
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • mathematics curriculum analysis
  • cultural mathematics
  • methodologies in curriculum studies

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

30 pages, 11139 KiB  
Article
The Design, Field Testing, and Evaluation of a Contextual, Problem-Based Curriculum: Feedback Analysis from Mathematics Teachers on the Field Test Version of Connected Mathematics®4
by Alden Jack Edson, Samantha Wald and Elizabeth Difanis Phillips
Educ. Sci. 2025, 15(5), 628; https://doi.org/10.3390/educsci15050628 - 20 May 2025
Viewed by 76
Abstract
For over forty years, each edition of the Connected Mathematics® curriculum reflects the understanding that teaching and learning are not distinct—“what to teach” and “how to teach it” are inextricably linked. Each edition goes through iterative cycles of design, development, field testing, [...] Read more.
For over forty years, each edition of the Connected Mathematics® curriculum reflects the understanding that teaching and learning are not distinct—“what to teach” and “how to teach it” are inextricably linked. Each edition goes through iterative cycles of design, development, field testing, data feedback, and revision. Grounded in the theoretical and empirical curriculum design and enactment tensions that emerge in problem-based mathematics classrooms, this study reports on teachers’ perceived effectiveness of implementing and enacting the field test version of Connected Mathematics®4. Analysis of the survey revealed that the problems in the field test version of the fourth edition promote student engagement and learning in mathematics, problem-solving, mathematical connections to real-life applications, and multiple solution strategies. We also discuss implications for how the curriculum design, development, and professional learning experiences involving teachers and their students help provide cohesive and effectively sequenced materials to support students and teachers in rich mathematical problem-solving experiences. Full article
(This article belongs to the Special Issue Curriculum Development in Mathematics Education)
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13 pages, 924 KiB  
Article
Forces Influencing Technical Mathematics Curriculum Implementation: Departmental Heads’ Understanding of Their Practices to Enact Roles and Responsibilities
by Mfundo Mondli Khoza and Annatoria Zanele Ngcobo
Educ. Sci. 2025, 15(1), 103; https://doi.org/10.3390/educsci15010103 - 18 Jan 2025
Viewed by 938
Abstract
This qualitative study explores forces influencing the practices of Departmental Heads (DHs) in enacting their roles in implementing and managing Technical Mathematics (TMAT) curriculum. TMAT was piloted in a few South African schools in 2016 and later scaled to others. Since its inception, [...] Read more.
This qualitative study explores forces influencing the practices of Departmental Heads (DHs) in enacting their roles in implementing and managing Technical Mathematics (TMAT) curriculum. TMAT was piloted in a few South African schools in 2016 and later scaled to others. Since its inception, learner performance has been uneven, raising questions about the processes of managing and implementing the curriculum. We use Samuel’s Force Field Model to understand forces influencing DH practices in their quest to implement and manage the curriculum. Data were generated using one-on-one interviews and document analysis and thematically analysed using NVivo. The findings reveal that contextual and external forces are the main factors that influence DH practices when it comes to the implementation and management of the curriculum. These forces influence practices such that the roles and responsibilities are carried out mainly for compliance purposes. While in theory, DHs seem to believe in collaboration, they prefer working in silos and perceive that the success of the TMAT curriculum implementation should be at the hands of seasoned mathematics teachers. In addition, they seem to consider curriculum implementation and management to be solely about ensuring curriculum coverage. We argue that to ensure the sustainability and effectiveness of the TMAT curriculum, there is a need for the continuous professional development of DHs, such that they are able to balance external forces and internal forces. Full article
(This article belongs to the Special Issue Curriculum Development in Mathematics Education)
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20 pages, 259 KiB  
Article
Teachers, Learners and Edu-Business Co-Constructing Mathematics Curriculum Implementation: An Insider’s Lens in Cross-Phase Longitudinal Research
by Jennie Golding
Educ. Sci. 2024, 14(12), 1322; https://doi.org/10.3390/educsci14121322 - 30 Nov 2024
Viewed by 873
Abstract
This paper draws on a five-component, large-scale, longitudinal and cross-phase mathematics curriculum implementation study in England from the vantage point of an insider to overlapping school, policy and edu-business actor communities. It probed those actors’ emergent co-interpretation of, and response to, a new [...] Read more.
This paper draws on a five-component, large-scale, longitudinal and cross-phase mathematics curriculum implementation study in England from the vantage point of an insider to overlapping school, policy and edu-business actor communities. It probed those actors’ emergent co-interpretation of, and response to, a new mathematics curriculum in England, analysing the ways in which edu-businesses, teachers and learners mediate mathematics curriculum policy documents through their own interpretations and schema. The combination of common ‘classroom-close’ research tools supported synergies of cross-phase and longitudinal lenses. The paper contributes an enhanced conceptualisation of inter-actor influence, a theorisation of learner as policy actor, and an understanding of constraints on mathematics policy-driven change at teacher and learner levels, including challenges to communication of intended curriculum policy, across phases of schooling. The approach appears fruitful for analysis of the experience and mediation of mathematics curriculum policy by key policy actors. Full article
(This article belongs to the Special Issue Curriculum Development in Mathematics Education)
27 pages, 5945 KiB  
Article
A Content Analysis of the Algebra Strand of Six Commercially Available U.S. High School Textbook Series
by Mary Ann Huntley, Maria S. Terrell and Nicole L. Fonger
Educ. Sci. 2024, 14(8), 845; https://doi.org/10.3390/educsci14080845 - 5 Aug 2024
Viewed by 1653
Abstract
Algebra as a school subject is ill defined. Students experience algebra quite differently depending on the perspective of algebra taken by authors of the textbooks from which they learn. Through a content analysis of problems (n = 63,174) in the narrative and [...] Read more.
Algebra as a school subject is ill defined. Students experience algebra quite differently depending on the perspective of algebra taken by authors of the textbooks from which they learn. Through a content analysis of problems (n = 63,174) in the narrative and homework sections of six high school mathematics textbook series published in the U.S., we acquired systematic and reliable information about the algebra strand (i.e., symbolic algebra and functions) of each textbook series. We introduce plots to show the density, distribution, and sequencing of content, and present analyses of data for cognitive behavior, real-world context, technology, and manipulatives. Feedback on this study from an author of each textbook series is shared, and findings are discussed in terms of students’ opportunities to learn. Full article
(This article belongs to the Special Issue Curriculum Development in Mathematics Education)
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