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Principles for the design of mathematics curricula

This research article provides guidance to mathematics teachers to support students' language development processes in the context of mathematical sense making. It includes a framework describing four design principles for promoting mathematical language use and development in curriculum and instruction.

Additional details
Year level(s)	Foundation, Year 1, Year 2, Year 3, Year 4, Year 6, Year 7, Year 8, Year 9, Year 10
Audience	Teacher
Purpose	Teaching strategies
Format	Downloadable resources
Teaching strategies and pedagogical approaches	Metacognitive strategies
Copyright details
Organisation	Stanford Graduate School of Education
Copyright	© Understanding Language/Stanford Center for Assessment, Learning and Equity at Stanford University, 2017. Creative Commons BY 4.0.