ABSTRACT Given that curriculum materials serve as cultural artefacts, this study addresses the need for more research on curriculum materials in different contexts. Most studies concerning curriculum materials have been conducted in US and, therefore little is known about the nature of materials in other cultural-educational contexts. The aim of this paper is to identify the underlying cultural norms of potentially constructed classrooms, by analysing recurrent activities in the most commonly used Finnish teacher guides at primary-school level. We identified three norms embedded in them: (1) creating opportunities for learning through a variety of activities and communication; (2) keeping the class gathered around a specific mathematical topic; and (3) concurrent active involvement of teachers and students. The results add to knowledge about both teacher guides and the Finnish educational context. Moreover, it adds to the growing body of methodologies, as our analytical approach is novel in the context of textual analysis.

中文翻译：

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分析芬兰教师指南中可能建造的数学课堂的性质——芬兰的案例

摘要鉴于课程材料是文化艺术品，本研究解决了在不同背景下对课程材料进行更多研究的需要。大多数关于课程材料的研究都是在美国进行的，因此对其他文化教育环境中材料的性质知之甚少。本文的目的是通过分析小学阶段最常用的芬兰教师指南中的经常性活动，确定潜在建造教室的潜在文化规范。我们确定了其中嵌入的三个规范：(1) 通过各种活动和交流创造学习机会；(2) 保持全班围绕一个特定的数学主题；(3) 师生同时积极参与。结果增加了关于教师指南和芬兰教育背景的知识。此外，它增加了越来越多的方法论，因为我们的分析方法在文本分析的背景下是新颖的。