Mathematics teachers at work : connecting curriculum materials and classroom instruction

Title:

Publication Information:

New York : Routledge, 2009.

Physical Description:

xviii, 375 p. : ill. ; 24 cm.

ISBN:

9780415990103

Subject Term:

Mathematics -- Study and teaching -- United States

Mathematics teachers -- Training of -- United States

Curriculum planning -- United States

Added Author:

Remillard, Janine T.

Herbel-Eisenmann, Beth A.

Lloyd, Gwendolyn M.

Available:*

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000003504655	QA13 M367 2009	Open Access Book	Book	Searching... Unknown
Searching... SPACE Kuching Library	C0043014	QA13 M367 2009	Open Access Book	Book	Searching... Unknown

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.

Author Notes

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.

Gwendolyn M. Lloyd and Janine T. Remillard and Beth A. Herbel-EisenmannMatthew W. BrownMary Kay Stein and Gooyeon KimKay Mcclain and Qing Zhao and Jana Visnovska and Erik BowenKathryn B. Chval and Oscar Chavez and Barbara J. Reys and James TarrJanine T. RemillardMatthew R. LarsonTheresa J. Grant and Kate Kline and Carol Crumbaugh and Ok-Kyeong Kim and Nesrin CengizBeth A. Herbel-EisenmannTammy Eisenmann and Ruhama EvenSteven W. Ziebarth and Eric W. Hart and Robin Marcus and Beth Ritsema and Harold L. Schoen and Rebecca WalkerDavid PimmMarty J. SchneppStephanie L. Behm and Gwendolyn M. LloydConstantinos Christou and Maria Eliophotou Menon and George PhilippouEdward A. Silver and Hala Ghousseini and Charalambos Y. Charalambous and Valerie MillsThomas J. CooneyEileen PhillipsHelen M. Doerr and Kelly Chandler-OlcottAmy Roth McDuffie and Martha MatherCorey Drake and Miriam Gamoran SherinBarbara JaworskiLinda Ruiz Davenport

List of Figures	p. xiii
List of Tables	p. xiv
Preface	p. xv
Acknowledgments	p. xix
Part I Introduction	p. 1
1 Teachers' Use of Curriculum Materials: An Emerging Field	p. 3
Part II Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials	p. 15
2 The Teacher-Tool Relationship: Theorizing the Design and Use of Curriculum Materials	p. 17
3 The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher Learning	p. 37
4 Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text	p. 56
5 Considerations and Limitations Related to Conceptualizing and Measuring Textbook Integrity	p. 70
6 Part II Commentary: Considering What We Know About the Relationship Between Teachers and Curriculum Materials	p. 85
7 Part II Commentary: A Curriculum Decision-Maker's Perspective on Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials	p. 93
Part III Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum	p. 101
8 How Can Curriculum Materials Support Teachers in Pursuing Student Thinking During Whole-Group Discussions?	p. 103
9 On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development	p. 118
10 Negotiating the "Presence of the Text": How Might Teachers' Language Choices Influence the Positioning of the Textbook?	p. 134
11 Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher	p. 152
12 High School Teachers as Negotiators Between Curriculum Intentions and Enactment: The Dynamics of Mathematics Curriculum Development	p. 171
13 Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and Insubordination	p. 190
14 Part III Commentary: Teachers and the Enacted Curriculum	p. 197
Part IV Teachers' Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum	p. 203
15 Factors Influencing Student Teachers' Use of Mathematics Curriculum Materials	p. 205
16 Beginning Teachers' Concerns Regarding the Adoption of New Mathematics Curriculum Materials	p. 223
17 Exploring the Curriculum Implementation Plateau: An Instructional Perspective	p. 245
18 Part IV Commentary: Considering the Confounding Nature of Teachers' Use of Curriculum Materials	p. 266
19 Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional Continuum	p. 274
Part V Teacher Learning Through and in Relation to the Use of Curriculum Materials	p. 281
20 Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' Learning	p. 283
21 Middle School Mathematics Teachers' Use of Curricular Reasoning in a Collaborative Professional Development Project	p. 302
22 Developing Curriculum Vision and Trust: Changes in Teachers' Curriculum Strategies	p. 321
23 Part V Commentary: Development of Teaching Through Research into Teachers' Use of Mathematics Curriculum Materials and Relationships Between Teachers and Curriculum	p. 338
24 Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials?	p. 347
Author Biographies	p. 353
Index	p. 365

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Summary

Summary

Author Notes

Table of Contents