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- W92815073 abstract "This chapter examines the distribution of instructional time to mathematical content and opportunity to learn. Teachers were asked to indicate the number of periods of mathematics they allocated over the year to each of nine topic areas. They also recorded the total number of hours spent in mathematics instruction, and the length over the year in minutes of the typical mathematics period in their school. According to the teachers, the largest amount of time allocated in general to Population A mathematics occurs in the United States followed by British Columbia and Ontario in Canada. The systems where the least amount of time overall is allocated to mathematics instruction is Belgium, Japan, and France. The major anomalies from the general patterns occur primarily in Belgium and France in the area of geometry. The positive deviations are especially large, and indicate the importance of geometry in the curricula of these two systems." @default.
- W92815073 created "2016-06-24" @default.
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- W92815073 date "1992-01-01" @default.
- W92815073 modified "2023-10-16" @default.
- W92815073 title "The Distribution of Instructional Time to Mathematical Content: One Aspect of Opportunity to Learn" @default.
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- W92815073 doi "https://doi.org/10.1016/b978-0-08-041371-6.50014-6" @default.
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