---
_id: '65645'
abstract:
- lang: eng
text: Curriculum material is often designed to address content-specific
intended learning goals. However, research indicates that teachers’ personal goals
may cause misalignments between their implementation of curriculum material and
its intended learning goals. This study aims to investigate misalignments between
teachers’ implementation of curriculum material and its intended learning goals
and to which extent they are caused by teachers’ personal goals. To reach this
aim, a qualitative study was conducted to examine how eight vocational school
teachers implemented the learning activity “How many?” suggested for the initial
training of early childhood educators on the topic of set perception and determination
of cardinality. Each participant provided a lesson plan and self-recorded lesson
video on the topic of set perception and determination of cardinality. In addition,
participants were interviewed on how they used the provided curriculum material
for designing their lessons and their potential reasons to adapt or omit “How
many?”. To evaluate their lesson design’s alignment with the activity’s intended
learning goals, the participants' lesson plans were analyzed using qualitative
content analysis. Triangulation of the findings with the interview data revealed
that only one participant fully adopted the intended learning goals as her own
and implemented the activity completely in line with its intended learning goals.
Meanwhile, the remaining participants’ personal goals, such as reducing math anxiety,
seemed to cause misalignments regarding the intended learning goals. The study's
results detail further constraints and affordances to the alignment between teachers’
lesson designs and learning goals intended by curriculum material. It is followed
that it is central to support teachers in adopting intended learning goals as
their personal goals. Otherwise, teachers’ classroom implementation of curriculum
material may not suffice to reach desired outcomes.
article_number: em0883
author:
- first_name: Alix
full_name: Richter, Alix
id: '93186'
last_name: Richter
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
citation:
ama: Richter A, Bruns J. All a question of the goal? Re-tracing (mis)alignments
between teachers’ implementations of curriculum material and intended learning
goals in the context of early childhood educator training in Germany. International
Electronic Journal of Mathematics Education. 2026;21(2). doi:10.29333/iejme/18564
apa: Richter, A., & Bruns, J. (2026). All a question of the goal? Re-tracing
(mis)alignments between teachers’ implementations of curriculum material and intended
learning goals in the context of early childhood educator training in Germany.
International Electronic Journal of Mathematics Education, 21(2),
Article em0883. https://doi.org/10.29333/iejme/18564
bibtex: '@article{Richter_Bruns_2026, title={All a question of the goal? Re-tracing
(mis)alignments between teachers’ implementations of curriculum material and intended
learning goals in the context of early childhood educator training in Germany},
volume={21}, DOI={10.29333/iejme/18564},
number={2em0883}, journal={International Electronic Journal of Mathematics Education},
publisher={Modestum Ltd}, author={Richter, Alix and Bruns, Julia}, year={2026}
}'
chicago: Richter, Alix, and Julia Bruns. “All a Question of the Goal? Re-Tracing
(Mis)Alignments between Teachers’ Implementations of Curriculum Material and Intended
Learning Goals in the Context of Early Childhood Educator Training in Germany.”
International Electronic Journal of Mathematics Education 21, no. 2 (2026).
https://doi.org/10.29333/iejme/18564.
ieee: 'A. Richter and J. Bruns, “All a question of the goal? Re-tracing (mis)alignments
between teachers’ implementations of curriculum material and intended learning
goals in the context of early childhood educator training in Germany,” International
Electronic Journal of Mathematics Education, vol. 21, no. 2, Art. no. em0883,
2026, doi: 10.29333/iejme/18564.'
mla: Richter, Alix, and Julia Bruns. “All a Question of the Goal? Re-Tracing (Mis)Alignments
between Teachers’ Implementations of Curriculum Material and Intended Learning
Goals in the Context of Early Childhood Educator Training in Germany.” International
Electronic Journal of Mathematics Education, vol. 21, no. 2, em0883, Modestum
Ltd, 2026, doi:10.29333/iejme/18564.
short: A. Richter, J. Bruns, International Electronic Journal of Mathematics Education
21 (2026).
date_created: 2026-05-19T13:52:04Z
date_updated: 2026-05-19T14:00:34Z
department:
- _id: '611'
doi: 10.29333/iejme/18564
intvolume: ' 21'
issue: '2'
language:
- iso: eng
publication: International Electronic Journal of Mathematics Education
publication_identifier:
issn:
- 1306-3030
publication_status: published
publisher: Modestum Ltd
status: public
title: All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations
of curriculum material and intended learning goals in the context of early childhood
educator training in Germany
type: journal_article
user_id: '72183'
volume: 21
year: '2026'
...
---
_id: '63172'
author:
- first_name: S
full_name: Jablonski, S
last_name: Jablonski
citation:
ama: Jablonski S. Real objects as a reason for mathematical reasoning - A comparison
of different task settings. 2023;18(4).
apa: Jablonski, S. (2023). Real objects as a reason for mathematical reasoning
- A comparison of different task settings. 18(4).
bibtex: '@article{Jablonski_2023, title={Real objects as a reason for mathematical
reasoning - A comparison of different task settings}, volume={18}, number={4},
author={Jablonski, S}, year={2023} }'
chicago: Jablonski, S. “Real Objects as a Reason for Mathematical Reasoning - A
Comparison of Different Task Settings” 18, no. 4 (2023).
ieee: S. Jablonski, “Real objects as a reason for mathematical reasoning - A comparison
of different task settings,” vol. 18, no. 4, 2023.
mla: Jablonski, S. Real Objects as a Reason for Mathematical Reasoning - A Comparison
of Different Task Settings. no. 4, 2023.
short: S. Jablonski, 18 (2023).
date_created: 2025-12-17T08:53:34Z
date_updated: 2025-12-17T08:56:14Z
intvolume: ' 18'
issue: '4'
publication_identifier:
issn:
- 1306-3030
publication_status: published
quality_controlled: '1'
status: public
title: Real objects as a reason for mathematical reasoning - A comparison of different
task settings
type: journal_article
user_id: '111489'
volume: 18
year: '2023'
...