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Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction

Janine T. Remillard, Beth A. Herbel-Eisenmann, and Gwendolyn M. Lloyd, editors
Publication Date: 
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We do not plan to review this book.

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

inda Davenport