Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction (Hardback) book cover

Mathematics Teachers at Work

Connecting Curriculum Materials and Classroom Instruction

Edited by Janine T. Remillard, Beth A. Herbel-Eisenmann, Gwendolyn M. Lloyd

© 2009 – Routledge

396 pages

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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.


"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

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

David Pimm

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

Eileen Phillips

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

Barbara Jaworski

24. Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials?

Linda Davenport

About the Editors

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.

About the Series

Studies in Mathematical Thinking and Learning Series

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Curricula
EDUCATION / Teaching Methods & Materials / Mathematics
EDUCATION / Professional Development