Mathematics Teachers at Work : Connecting Curriculum Materials and Classroom Instruction

by Remillard, Janine T.; Herbel-eisenmann, Beth A.; Lloyd, Gwendolyn M.

• ISBN13: 9780203884645
• ISBN10: 0203884647
• Copyright: 2008-12-12
• Publisher: Taylor & Francis

Summary

This book compiles and synthesizes existing research on teachers use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on but not restricted to those materials developed in the 1990s in response to the NCTM s Principles and Standards for School Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years and growing scholarly interest in their use, the book represents the first compilation of research on teachers and mathematics curriculum materials and the first volume with this focus in any content area in several decades.

Table of Contents

Introduction

Teachers' Use of Curriculum Materials: An Emerging Field

Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials

The Teacher-Tool Relationship: Theorizing the Design and Use of Curriculum Materials

The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher Learning

Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text

Considerations and Limitations Related to Conceptualizing and Measuring Textbook Integrity

Part II Commentary Considering What We Know about the Relationship between Teachers and Curriculum Materials

Part II Commentary A Curriculum Decision-Maker's Perspective on Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials

Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum

How Can Curriculum Materials Support Teachers in Pursuing Student Thinking During Whole-Group Discussions?

On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development The El Barrio-Hunter College PDS Partnership Writing Collective

Negotiating the "Presence of the Text": How Might Teachers' Language Choices Influence the Positioning of the Textbook?

Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher

High School Teachers as Negotiators Between Curriculum Intentions and Enactment: The Dynamics of Mathematics Curriculum Development

Part III Commentary Who Knows Best? Tales of Ordination, Subordination, and Insubordination

Part III Commentary Teachers and the Enacted Curriculum

Teachers' Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum

Factors Influencing Student Teachers' Use of Mathematics Curriculum Materials

Beginning Teachers' Concerns Regarding the Adoption of New Mathematics Curriculum Materials Constantinos Christou

Exploring the Curriculum Implementation Plateau: An Instructional Perspective

Part IV Commentary Considering the Confounding Nature of Teachers' Use of Curriculum Materials

Part IV Commentary Use of Curriculum Materials at Different Points on the Professional Continuum Eileen Phillips

Teacher Learning through and in Relation to the Use of Curriculum Materials

Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' Learning

Middle School Mathematics Teachers' Use of Curricular Reasoning in a Collaborative Professional Development Project

Developing Curriculum Vision and Trust: Changes in Teachers' Curriculum Strategies

Commentary

Table of Contents provided by Publisher. All Rights Reserved.