Leslie Dietiker
@ldietiker.bsky.social
Math teacher, Startrek fan, dog companion, part of the L in LGBTQ, Californian living in New England 🤷🏼♀️, Assoc Dean of Research at Wheelock College of Education & Human Development at Boston University, dreaming about my cabin in Maine, she/her
Curriculum is always open to thoughtful redesign.
September 18, 2025 at 11:24 PM
Curriculum is always open to thoughtful redesign.
🆓 Free to read via NCTM archives: www.nctm.org/Publications...
If you know teachers grappling with textbooks or teacher educators who are trying to support their students to be prepared for working with traditional texstbooks, please share this thread.
If you know teachers grappling with textbooks or teacher educators who are trying to support their students to be prepared for working with traditional texstbooks, please share this thread.
www.nctm.org
September 18, 2025 at 11:24 PM
🆓 Free to read via NCTM archives: www.nctm.org/Publications...
If you know teachers grappling with textbooks or teacher educators who are trying to support their students to be prepared for working with traditional texstbooks, please share this thread.
If you know teachers grappling with textbooks or teacher educators who are trying to support their students to be prepared for working with traditional texstbooks, please share this thread.
That perspective feels as important now as ever. Even with traditional materials, thoughtful redesign can open up opportunities for inquiry and connection.
So here’s a question: how does this article change how you think about curriculum materials?
So here’s a question: how does this article change how you think about curriculum materials?
September 18, 2025 at 11:24 PM
That perspective feels as important now as ever. Even with traditional materials, thoughtful redesign can open up opportunities for inquiry and connection.
So here’s a question: how does this article change how you think about curriculum materials?
So here’s a question: how does this article change how you think about curriculum materials?
(Spoiler alert - this is what happened to me in the 80's)
What I think we got right: the article affirms teacher agency. A textbook isn’t a fixed script — it’s raw material. We focused on how teachers can adapt even conventional lessons to bring joy, wonder, and depth to their classrooms.
What I think we got right: the article affirms teacher agency. A textbook isn’t a fixed script — it’s raw material. We focused on how teachers can adapt even conventional lessons to bring joy, wonder, and depth to their classrooms.
September 18, 2025 at 11:24 PM
(Spoiler alert - this is what happened to me in the 80's)
What I think we got right: the article affirms teacher agency. A textbook isn’t a fixed script — it’s raw material. We focused on how teachers can adapt even conventional lessons to bring joy, wonder, and depth to their classrooms.
What I think we got right: the article affirms teacher agency. A textbook isn’t a fixed script — it’s raw material. We focused on how teachers can adapt even conventional lessons to bring joy, wonder, and depth to their classrooms.
Instead of a step‑by‑step summary this time, I want to share why this piece matters to me. Co‑authored with Meghan Riling (@meghantheriling), it speaks to a reality nearly every teacher knows: being handed a traditional textbook and told to “teach this.”
September 18, 2025 at 11:24 PM
Instead of a step‑by‑step summary this time, I want to share why this piece matters to me. Co‑authored with Meghan Riling (@meghantheriling), it speaks to a reality nearly every teacher knows: being handed a traditional textbook and told to “teach this.”
So I’m curious: when you flip open curriculum materials, what jumps out to you first?
🆓 Free and open access: buff.ly/yFaGdjc
If you know math teacher educators or researchers who might use this framework, please share this thread.
🆓 Free and open access: buff.ly/yFaGdjc
If you know math teacher educators or researchers who might use this framework, please share this thread.
buff.ly
September 17, 2025 at 10:50 PM
So I’m curious: when you flip open curriculum materials, what jumps out to you first?
🆓 Free and open access: buff.ly/yFaGdjc
If you know math teacher educators or researchers who might use this framework, please share this thread.
🆓 Free and open access: buff.ly/yFaGdjc
If you know math teacher educators or researchers who might use this framework, please share this thread.
This work was written with Lorraine Burke Males, Julie Amador, and Darrell Earnest. Together we wanted to capture the complexity of teachers’ curricular work in a way that supports both practice and research.
buff.ly
September 17, 2025 at 10:50 PM
This work was written with Lorraine Burke Males, Julie Amador, and Darrell Earnest. Together we wanted to capture the complexity of teachers’ curricular work in a way that supports both practice and research.
This connects directly with my current research: some teachers see a systems-of-equations task as a chance to develop substitution; others see the same task as practice of a method already taught.
buff.ly
September 17, 2025 at 10:50 PM
This connects directly with my current research: some teachers see a systems-of-equations task as a chance to develop substitution; others see the same task as practice of a method already taught.
What I like most is how the framework makes visible that no one notices everything. What stands out depends on experience, assumptions, and perspective.
buff.ly
September 17, 2025 at 10:50 PM
What I like most is how the framework makes visible that no one notices everything. What stands out depends on experience, assumptions, and perspective.
In this article, my co-authors and I introduce the Curricular Noticing Framework — a way to describe how teachers attend to (what they see), interpret (how they make sense of what they see), and make decisions with curriculum materials.
buff.ly
September 17, 2025 at 10:50 PM
In this article, my co-authors and I introduce the Curricular Noticing Framework — a way to describe how teachers attend to (what they see), interpret (how they make sense of what they see), and make decisions with curriculum materials.
Also - did you know that I teach an online course on math curriculum design for new and veteran math teachers? If you are interested, please email me at dietiker@bu.edu!
September 15, 2025 at 12:41 PM
Also - did you know that I teach an online course on math curriculum design for new and veteran math teachers? If you are interested, please email me at dietiker@bu.edu!
🆓 Free and open access: open.bu.edu/items/792715...
Generating student interest with mathematical stories
Imagine you are planning an algebra lesson involving the roots of quadratic equations, and you have decided to base your lesson on the three tasks listed in figure 1. Assuming that your students have…
open.bu.edu
September 15, 2025 at 12:41 PM
🆓 Free and open access: open.bu.edu/items/792715...
My goal here is to highlight how to find these kinds of opportunities so that math teachers can make intentional pedagogical choices — like not giving away the surprise too soon.
What do you think? How do you use sequence to create interest in your lessons?
What do you think? How do you use sequence to create interest in your lessons?
September 15, 2025 at 12:41 PM
My goal here is to highlight how to find these kinds of opportunities so that math teachers can make intentional pedagogical choices — like not giving away the surprise too soon.
What do you think? How do you use sequence to create interest in your lessons?
What do you think? How do you use sequence to create interest in your lessons?
In the same way, a math task can play very different roles depending on where it appears. In one order, it sets up a surprise; in another, it has little to no value.
September 15, 2025 at 12:41 PM
In the same way, a math task can play very different roles depending on where it appears. In one order, it sets up a surprise; in another, it has little to no value.
One thing I especially enjoy about this article is that the comic strip metaphor makes the idea tangible: in one sequence, a child looks like they’re putting on a sweater; in another, they’re taking it off.
September 15, 2025 at 12:41 PM
One thing I especially enjoy about this article is that the comic strip metaphor makes the idea tangible: in one sequence, a child looks like they’re putting on a sweater; in another, they’re taking it off.
The article was written for teachers - and shows how curriculum can be thought of like a comic strip: rearrange the drawings, and you tell a completely different story.
September 15, 2025 at 12:41 PM
The article was written for teachers - and shows how curriculum can be thought of like a comic strip: rearrange the drawings, and you tell a completely different story.
If you know math teacher educators or researchers, please share this thread. I hope this series becomes a resource for our community. Bookmark this post to start from the beginning.
September 11, 2025 at 11:24 PM
If you know math teacher educators or researchers, please share this thread. I hope this series becomes a resource for our community. Bookmark this post to start from the beginning.
🆓 Free and open access: open.bu.edu/items/2ae709...
Mathematical story: a metaphor for mathematics curriculum
This paper proposes a theoretical framework for interpreting mathematical content found in mathematics curriculum in order to offer teachers and other mathematics educators comprehensive conceptual…
open.bu.edu
September 11, 2025 at 11:24 PM
🆓 Free and open access: open.bu.edu/items/2ae709...
How do you think about your lessons — as a sequence of skills, or as a story with tension and resolution?
September 11, 2025 at 11:24 PM
How do you think about your lessons — as a sequence of skills, or as a story with tension and resolution?
My guess is that most people would assume a single way of interpreting this question.
This metaphor invites us to design lessons not just as a list of problems, but as compelling narratives that generate curiosity, surprise, and resolution.
This metaphor invites us to design lessons not just as a list of problems, but as compelling narratives that generate curiosity, surprise, and resolution.
September 11, 2025 at 11:24 PM
My guess is that most people would assume a single way of interpreting this question.
This metaphor invites us to design lessons not just as a list of problems, but as compelling narratives that generate curiosity, surprise, and resolution.
This metaphor invites us to design lessons not just as a list of problems, but as compelling narratives that generate curiosity, surprise, and resolution.
One thing I especially like about this article is the example (p. 291) showing how curriculum sequence affects how students read the question “Is 3 < 8?”. The same task can be experienced differently depending on the story that led up to it.
September 11, 2025 at 11:24 PM
One thing I especially like about this article is the example (p. 291) showing how curriculum sequence affects how students read the question “Is 3 < 8?”. The same task can be experienced differently depending on the story that led up to it.