ABSTRACT
Recently, studies of curriculum enactment have suggested that different teachers enact the same written curriculum materials in different ways (Cohen & Ball, 2001; Manouchehri & Goodman, 2000). The literature, however, provides little information about the enacted curriculum in different classes of the same teacher, and even less about the mathematical ideas enacted in different classes of the same teacher. Are students exposed to the same mathematical ideas when a teacher enacts the same written curriculum materials in different classrooms? This study explores this question in the context of algebra, an important school mathematics subject. The aim of this study is to examine how algebraic ideas may change when the one teacher enacts the same written curriculum materials in different classes.
