Key ideas
Core concepts
- Curriculum decisions get made on the basis of available materials rather than learning objectives, diverting attention from the question “What do I want students to learn?”
- The resulting lack of logical progression creates knowledge gaps and disconnected learning experiences.
A resource-based curriculum is one where curriculum decisions are driven by available resources (textbooks, online materials, activities) rather than coherent learning objectives and systematic knowledge building.
Schools accumulate materials over years: old textbooks from discontinued programmes, activities discovered online, inherited folders from departed teachers. 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). The resulting programme lacks logical progression and prevents students from developing coherent 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 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 they need exists in disconnected fragments. Students come to 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, so earlier topics never appear to 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). Teachers identify what students must know and be able to do (Tyler, 1949), determine how concepts build upon each other (Rosenshine, 2012), select materials that support these objectives, and 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.
Warning signs and remedies
Several 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: 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.
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.