This course focuses on the theories and principles of curriculum development in mathematics and their application in the mathematics classroom. Students will develop a comprehensive understanding of relevant theories and practice, and critically reflect on curriculum development for the progression of skills and concepts, in the UAE context. This evaluative process will allow them to apply relevant principles and theories from current research to develop medium to long term mathematics learning pathways that foster progression in mathematics knowledge and skills. Students will also learn to critically self-evaluate their professional practice, knowledge and skills in terms of curriculum development and progression.
Teaching Secondary School Mathematics by 
Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 1 by 
Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade K by 
Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 8 by 
Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 6 by 
Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 7 by 
Mindset Mathematics by 
Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 3 by 
Mindset Mathematics by 
Visible Learning for Mathematics, Grades K-12 by 
The Learner-Centered Curriculum by 
Visible Learning: Feedback by
Week 1
Introduction to Course: Curriculum Development and Progression
Required Readings
Week 2
The mathematics curriculum: key concepts and big ideas.
Required Reading:
Askew, M. (2013). Big ideas in primary mathematics: Issues and directions. Perspectives in Education, 31(3), 5-18. https://hdl.handle.net/10520/EJC145559
Week 3
The mathematics curriculum: skills and epistemic beliefs/nature of mathematics
Required Reading
Boaler, J., Munson, J., & Williams, C. (2021). Mindset Mathematics: Visualizing and Investigating Big Ideas. John Wiley & Sons.
Week 4
The mathematics curriculum: Progression pathways.
Required reading:
Various curriculum documents for local and international curricula.
Ministry of Education Mathematics Curriculum
National Curriculum of England Mathematics
Next Generation Mathematics Standards
Recommended reading:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 3)
Week 5
Classroom strategies for curriculum progression
Required Reading:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 2)
Week 6
Classroom strategies for curriculum progression.
Recommended Reading:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 4)
Week 7
Classroom strategies for curriculum progression.
Required Reading:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 5)
Week 8
Classroom strategies for curriculum progression.
Required Reading:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 6)
Week 9
Evaluating Curriculum Developments
Required Reading:
Teacher Standards for the UAE: [here]
UAE inspection framework: [here]
Week 10
Evaluating Curriculum Developments
Required Reading:
Marcos, J. M., Sanchez, E., & Tillema, H. H. (2011). Promoting teacher reflection: What is said to be done. Journal of Education for Teaching, 37(1), 21-36. https://doi.org/10.1080/02607476.2011.538269
McIntyre, D., Pedder, D., & Rudduck, J. (2005). Pupil voice: comfortable and uncomfortable learnings for teachers. Research papers in education, 20(2), 149-168. https://doi.org/10.1080/02671520500077970
Week 11
Evaluating Curriculum Developments
Required Reading:
Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 1)
*************************************************************************************************************************************************************************
Additional Recommended reading
Mitchell, I., Keast, S., Panizzon, D., & Mitchell, J. (2017). Using ‘big ideas’ to enhance teaching and student learning. Teachers and Teaching, 23(5), 596-610. https://doi.org/10.1080/13540602.2016.1218328
Cullen, R et al. (2011). The Learner Centered Curriculum: Design and Implementation. Jossey Bass Wiley.
Hattie, J. (2009). Visible learning. Routledge.
Jackson, F. (2020, December 1). Developing Curriculum Progression – forwards, backwards, up, down and across. Cambridge Assessment International. https://blog.cambridgeinternational.org/developing-curriculum-progression-forwards-backwards-up-down-and-across/
Schwarz, C., Reiser, B. J., Acher, A., Kenyon, L., & Fortus, D. (2012). MoDeLS: Challenges in defining a learning progression for scientific modeling. In Learning progressions in Science (pp. 101-137). Brill Sense. https://doi.org/10.1007/978-94-6091-824-7