## Key Ideas > [!abstract] Core Concepts > > - **Resources drive learning**: Curriculum decisions based on available materials rather than learning objectives > - **Loses focus on fundamentals**: Diverts attention from the critical question: "What do I want students to learn?" > - **Creates knowledge gaps**: Lack of logical progression leads to disconnected learning experiences ## Definition **Resource-Based Curriculum**: An approach where curriculum decisions are driven by available resources (textbooks, online materials, activities) rather than coherent learning objectives and systematic knowledge building. ## Overview Schools accumulate materials over years - old textbooks from discontinued programmes, activities discovered online, inherited folders from departed teachers - and gradually these available resources begin driving what gets taught rather than serving predetermined learning goals (Schmidt et al., 2001). This inversion of priorities changes the curriculum question from "What must students learn?" to "What materials do we have?" (Tyler, 1949), resulting in a programme that lacks logical progression and prevents students from developing coherent [[Schema|schema]] connecting mathematical concepts. Students experience mathematics as disconnected rules rather than an interconnected body of knowledge and cannot build on prior knowledge because that knowledge exists in isolated fragments. ## Connected To [[Knowledge-Based Curriculum]] | [[Activity-Based Curriculum]] | [[Part-whole approach]] | [[Prior Knowledge]] | [[Schema]] --- ## How resource-based curricula develop Resource-based curricula emerge gradually as schools accumulate materials from old textbooks from discontinued programmes, online resources, inherited materials from previous teachers, and activities without curriculum alignment. The available resources begin determining what gets taught, shifting attention from "What do I want students to learn?" to "What materials do we have?" This shift creates problems. When important topics are overlooked or insufficiently covered, students lack foundational understanding for advanced concepts. Without a coherent sequence of learning, students cannot see connections between mathematical concepts. Isolated lessons prevent students from building on previous learning because the [[Prior Knowledge|prior knowledge]] they need exists in disconnected fragments. Students view mathematics as a series of disconnected rules rather than an interconnected body of knowledge where concepts build upon each other. Each lesson seems isolated, preventing students from seeing how earlier topics underpin later ones. ## Contrast with effective approaches Effective curriculum design begins with clear learning objectives and selects or creates materials that serve those goals. A [[Knowledge-Based Curriculum]] starts with learning objectives and works backward (Wiggins & McTighe, 2005). First, teachers identify what students must know and be able to do (Tyler, 1949). Second, they determine how concepts build upon each other (Rosenshine, 2012). Third, they select materials that support these objectives. Finally, they align assessment to measure progress toward goals (Hattie, 2009). Resources serve the learning objectives rather than determining them. Fewer high-quality, aligned resources are better than many random materials. ## Identifying and addressing resource-based approaches Several warning signs indicate a resource-based approach. Teachers ask "What activities can I do?" rather than "What do students need to learn?" Curriculum coverage depends on available materials. No clear progression is visible across lessons or units. Students ask "When will we use this?" because connections are not evident. Assessment does not align with stated learning objectives. Addressing these problems requires auditing current practice by listing learning objectives for each unit, evaluating whether current resources support these objectives, identifying gaps in logical progression, and replacing or supplementing resources that do not serve learning goals. > [!tip] Implications for Teaching > > - Always start curriculum planning with learning objectives, not available resources > - Regularly audit whether your resources serve your learning goals or drive them > - Ensure clear progression and connections between mathematical concepts > - Choose quality resources that support systematic knowledge building rather than using whatever is available ## References Hattie, J. (2009). *Visible learning: A synthesis of over 800 meta-analyses relating to achievement*. Routledge. Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. *American Educator*, 36(1), 12-19. Schmidt, W. H., McKnight, C. C., & Raizen, S. A. (2001). *A splintered vision: An investigation of U.S. science and mathematics education*. Springer. Tyler, R. W. (1949). *Basic principles of curriculum and instruction*. University of Chicago Press. Wiggins, G., & McTighe, J. (2005). *Understanding by design* (2nd ed.). ASCD.