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
Part I: Introduction
1. Teachers’ Use of Curriculum Materials: An Emerging Field
Gwendolyn M. Lloyd, Janine T. Remillard, and Beth A. Herbel-Eisenmann
Part II: Conceptual and Analytical Frameworks for Studying Teachers’ Use of Curriculum Materials
2. The Teacher-Tool Relationship: Theorizing the Design and Use of Curriculum Materials
Matthew W. Brown
3. The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher Learning
Mary Kay Stein, Gooyeon Kim
4. Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text
Kay McClain, Qing Zhao, Jana Visnovska, and Erik Bowen
5. Considerations and Limitations Related to Conceptualizing and Measuring Textbook Integrity
Kathryn B. Chval, Óscar Chávez, Barbara J. Reys, and James Tarr
6. Part II Commentary: Considering What We Know about the Relationship between Teachers and Curriculum Materials
Janine T. Remillard
7. Part II Commentary: A Curriculum Decision-Maker’s Perspective on Conceptual and Analytical Frameworks for Studying Teachers’ Use of Curriculum Materials
Matthew R. Larson
Part III: Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum
8. How Can Curriculum Materials Support Teachers in Pursuing Student Thinking During Whole-Group Discussions?
Theresa J. Grant, Kate Kline, Carol Crumbaugh, Ok-Kyeong Kim, and Nesrin Cengiz
9. On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development
The El Barrio-Hunter College PDS Partnership Writing Collective
10. Negotiating the "Presence of the Text": How Might Teachers’ Language Choices Influence the Positioning of the Textbook?
Beth A. Herbel-Eisenmann
11. Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher
Tammy Eisenmann and Ruhama Even
12. High School Teachers as Negotiators Between Curriculum Intentions and Enactment: The Dynamics of Mathematics Curriculum Development
Steven W. Ziebarth, Eric W. Hart, Robin Marcus, Beth Ritsema, Harold L. Schoen, and Rebecca Walker
13. Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and Insubordination
14. Part III Commentary: Teachers and the Enacted Curriculum
Marty J. Schnepp
Part IV: Teachers’ Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum
15. Factors Influencing Student Teachers' Use of Mathematics Curriculum Materials
Stephanie L. Behm and Gwendolyn M. Lloyd
16. Beginning Teachers’ Concerns Regarding the Adoption of New Mathematics Curriculum Materials
Constantinos Christou, Maria Eliophotou Menon, and George Philippou
17. Exploring the Curriculum Implementation Plateau: An Instructional Perspective
Edward A. Silver, Hala Ghousseini, Charalambos Y. Charalambous, and Valerie Mills
18. Part IV Commentary: Considering the Confounding Nature of Teachers’ Use of Curriculum Materials
Thomas J. Cooney
19. Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional Continuum
Part V: Teacher Learning through and in Relation to the Use of Curriculum Materials
20. Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' Learning
Helen M. Doerr and Kelly Chandler-Olcott
21. Middle School Mathematics Teachers’ Use of Curricular Reasoning in a Collaborative Professional Development Project
Amy Roth McDuffie and Martha Mather
22. Developing Curriculum Vision and Trust: Changes in Teachers’ Curriculum Strategies
Corey Drake and Miriam Gamoran Sherin
23. Part V Commentary: Development of Teaching Through Research into Teachers’ Use of Mathematics Curriculum Materials and Relationships Between Teachers and Curriculum
24. Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials?
Janine T. Remillard is Associate Professor of Education and Chair, Foundations and Practices of Education Division, Graduate School of Education, University of Pennsylvania.
Beth A. Herbel-Eisenmann is Assistant Professor of Teacher Education, Michigan State University.
Gwendolyn M. Lloyd is Professor, Department of Mathematics, Virginia Tech.
"You may be wondering why Routledge has elected to reprint in paperback form and TCR has chosen to do a review on a book first published in 2009. It doesn’t take the reader long to figure out why: The message of this text is more relevant and important today than it was in 2009. (And it should be noted that the text was timely and important in 2009!)"
—Teachers College Record