Research on Curriculum Resources in Mathematics Education: A Survey of the Field

"Research on Curriculum Resources in Mathematics Education: A Survey of the Field" is a detailed review that examines the state of research on curriculum resources (CRs) in mathematics education over the five-year period from 2018 to 2023. Authored by Sebastian Rezat, this paper aims to provide a systematic overview of how the field has evolved, identifying trends, types of curriculum resources studied, and the areas of research focus within the domain.

Background and Motivation

The paper begins by reflecting on previous overviews of textbook research, particularly those by Fan (2013) and Fan et al. (2013), which characterized textbook research in mathematics education as being in its early stages of development. However, with the rapid digitalization of educational resources and the diversification of materials beyond traditional textbooks, there was a need to revisit and broaden the scope of research on curriculum resources. The paper recognizes the significant shift from traditional paper-based textbooks to a variety of digital resources, such as e-textbooks, online platforms, and digital learning environments, accelerated by the COVID-19 pandemic.

Terminology and Definitions

A key challenge addressed in the paper is the diverse and often ambiguous terminology used in the field. The term "curriculum resources" is broadly defined to include all materials, both digital and analog, that mediate curriculum understood as structured and sequenced opportunities to learn (OTL) over time. This includes traditional textbooks, digital platforms, learning environments, and tools that align with curriculum specifications. The paper emphasizes the importance of clearly defining terms to avoid confusion and ensure that the objects of study are accurately represented.

Analytical Framework

To structure the review, Rezat uses the framework proposed by Fan et al. (2013), which categorizes research on mathematics textbooks into four main areas:

1. Role of Textbooks: Studies focusing on the relationship between textbooks and official curricula, and their role in guiding classroom instruction.

2. Content Analysis: Studies analyzing the content of textbooks, including comparisons between different textbooks or series.

3. Use of Textbooks: Research on how textbooks are used by teachers and students, and how this use impacts teaching and learning.

4. Other Areas: Studies on the effects of textbooks on student achievement and identity, as well as research on e-textbooks.

This framework is extended and adapted to encompass the broader field of curriculum resources, incorporating new categories and subcategories as necessary.

Methodology

The paper describes the methodology used to conduct the systematic review. A literature search was performed using the Web of Science database, employing search terms that covered a wide range of curriculum resources, including textbooks, curriculum materials, learning environments, and digital platforms. The search was restricted to studies published in English between 2018 and 2023, resulting in an initial pool of 481 studies. After applying exclusion criteria—such as excluding studies not focused on mathematics or curriculum resources—the pool was narrowed down to 310 relevant studies.

These studies were then categorized using open coding procedures from Grounded Theory, which allowed for the development of subcategories within each major research area. The paper does not evaluate the rigor or quality of the studies included, as it assumes that the peer-review process of the journals, proceedings, or books in which they were published ensures a basic level of quality.

Findings and Analysis

The review identifies seven major areas of research within the field of curriculum resources:

1. Role of Curriculum Resources: Studies focusing on how curriculum resources influence and are influenced by official curricula and their role in instructional practices.

2. Content Analysis: Research analyzing the content of curriculum resources, often involving comparative studies between different types of resources or across different countries.

3. User Studies: Studies examining how teachers and students use curriculum resources in practice, and the impact of these resources on learning and teaching.

4. Effects of Curriculum Resources: Research investigating the impact of curriculum resources on various outcomes, such as student achievement, engagement, or identity.

5. Curriculum Resource Design: Studies focused on the design and development of curriculum resources, including digital and interactive resources.

6. Curriculum Resources as Data: Emerging research using data generated from digital curriculum resources (e.g., user interactions, learning analytics) as a basis for further study.

7. Reviews: Meta-analyses and reviews of existing literature on curriculum resources.

The findings reveal that research on traditional mathematics textbooks remains predominant, comprising nearly half of the studies in the sample. However, there is a clear trend toward increasing research on digital curriculum resources, particularly in the areas of user studies and design. The paper also notes emerging areas of interest, such as the use of digital data in educational research and the study of students' interactions with digital curriculum resources.

Conclusion and Implications

The paper concludes by summarizing the current state of research on curriculum resources in mathematics education, highlighting the need for further exploration of digital resources and their impact on teaching and learning. The proposed framework provides a structured approach to understanding the diverse and evolving field of curriculum resource research, offering insights into new trends and potential areas for future study.

By providing a comprehensive overview of the literature, this survey serves as a valuable resource for researchers, educators, and policymakers interested in the development and use of curriculum resources in mathematics education. It emphasizes the importance of continued research in this area, particularly in light of the rapid digitalization of educational materials and the ongoing challenges posed by this shift.

(Oleh: Aulia Nurul Farikha)