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Curricular Resources and Classroom UseThe Case of Mathematics$
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Gabriel J. Stylianides

Print publication date: 2016

Print ISBN-13: 9780198749899

Published to Oxford Scholarship Online: June 2016

DOI: 10.1093/acprof:oso/9780198749899.001.0001

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Development of a Synthetic Approach

Development of a Synthetic Approach

Chapter:
(p.117) 7 Development of a Synthetic Approach
Source:
Curricular Resources and Classroom Use
Author(s):

Gabriel J. Stylianides

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780198749899.003.0007

“Development of a Synthetic Approach” brings together the two main approaches for studying curricular resources (such as textbooks) and their classroom use, that is, the comprehensive approach and the practical approach, into a single approach, which is called the synthetic approach. The chapter also discusses how different meaningful iterations of the synthetic approach could be derived. Each of these iterations has certain advantages and limitations, which determine the situations in which it could be most useful or applicable. The consideration of these different iterations of the synthetic approach responds to a need for researchers and curriculum developers (such as textbook authors) to have a variety of approaches from which to choose or which they can adapt, depending on their goals, constraints, or available means as they analyze issues on the interplay between curricular resources and the classroom use of such resources.

Keywords:   curricular resource, classroom, textbook, synthetic approach, curriculum developer, teacher

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