1st Edition

Mathematics Teachers at Work Connecting Curriculum Materials and Classroom Instruction

    400 Pages
    by Routledge

    396 Pages
    by Routledge

    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.

    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


    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