Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction

Contents

Part I: Introduction

1. Teachers’ use of curriculum materials: An emerging field by 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 by Matthew W. Brown
3. The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning by Mary Kay Stein and Gooyeon Kim
4. Understand the role of the institutional context in the relationship between teachers and text by Kay McClain, Qing Zhao, Jana Visnovska, and Erik Bowen
5. Considerations and limitations related to conceptualizing and measuring textbook integrity by 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 by 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 by 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? by 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 by The El Barrio-Hunter College PDS Partnerships Writing Collective
10. Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook? by Beth A. Herbel-Eisenmann
11. Similarities and differences in the types of algebraic activities in two classes taught by the same teacher by Tammy Eisenmann and Ruhama Even
12. High school teachers as negotiators between curriculum intentions and enactment by 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 orientation, subordination, and insubordination by David Pimm
14. Part III commentary: Teachers and the enacted curriculum by Marty J. Schnepp

1. Factors influencing student teachers’ use of mathematics curriculum materials by Stephanie L. Behm and Gwendolyn L. Lloyd
2. Beginning teachers’ concerns regarding the adoption of new mathematics curriculum materials
3. Exploring the curriculum implementation plateau: An instructional perspective
4. Part IV commentary: Considering the confounding nature of teachers’ use of curriculum materials
5. Part IV commentary: Use of curriculum materials at different points on the professional continuum
6. Negotiating the literacy demands of standards-based curriculum materials: A site for teachers’ learning
7. Middle school mathematics teachers’ use of curricular reasoning in a collaborative professional development project
8. Developing curriculum vision and trust: Changes in teachers’ curriculum strategies
9. Part V commentary: Development of teaching through research into teachers’ use of mathematics curriculum materials and relationships between teachers and curriculum
10. Part V commentary: What does it take to learn from and through curriculum materials?

Metadata

APA

Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.). (2009). Mathematics teachers at work: Connecting curriculum materials and classroom instruction (p. 375). New York, NY: Routledge.

BibTeX

@book{Remillard2009,
address = {New York, NY},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {375},
publisher = {Routledge},
title = {{Mathematics teachers at work: Connecting curriculum materials and classroom instruction}},
year = {2009}
}

@incollection{Lloyd2009,
address = {New York, NY},
author = {Lloyd, Gwendolyn M. and Remillard, Janine T. and Herbel-Eisenmann, Beth A.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {1},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {3--14},
publisher = {Routledge},
title = {{Teachers' use of curriculum materials: An emerging field}},
year = {2009}
}

@incollection{Brown2009,
address = {New York, NY},
author = {Brown, Matthew W.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {2},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {17--36},
publisher = {Routledge},
title = {{The teacher-tool relationship: Theorizing the design and use of curriculum materials}},
year = {2009}
}

@incollection{Stein2009,
address = {New York, NY},
author = {Stein, Mary Kay and Kim, Gooyeon},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {3},
editor = {Remillard, Janine T and Herbel-Eisenmann, Beth A and Lloyd, Gwendolyn M},
pages = {37--55},
publisher = {Routledge},
title = {{The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning}},
year = {2009}
}

@incollection{McClain2009,
address = {New York, NY},
author = {McClain, Kay and Zhao, Qing and Visnovska, Jana and Bowen, Erik},
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chapter = {4},
editor = {Remillard, Janine T and Herbel-Eisenmann, Beth A and Lloyd, Gwendolyn M},
pages = {56--69},
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title = {{Understand the role of the institutional context in the relationship between teachers and text}},
year = {2009}
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chapter = {5},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
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title = {{Considerations and limitations related to conceptualizing and measuring textbook integrity}},
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title = {{Part II commentary: A curriculum decision-maker's perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials}},
year = {2009}
}

@incollection{Grant2009,
address = {New York, NY},
author = {Grant, Theresa J. and Kline, Kate and Crumbaugh, Carol and Kim, Ok-Kyeong and Cengiz, Nesrin},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {8},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {103--117},
publisher = {Routledge},
title = {{How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?}},
year = {2009}
}

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editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
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title = {{On the unique relationship between teacher research and commercial mathematics curriculum development}},
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@incollection{Herbel-Eisenmann2009,
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editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
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title = {{Negotiating the "presence of the text": How might teachers' language choices influence the positioning of the textbook?}},
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@incollection{Eisenmann2009,
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editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {152--170},
publisher = {Routledge},
title = {{Similarities and differences in the types of algebraic activities in two classes taught by the same teacher}},
year = {2009}
}

@incollection{Ziebarth2009,
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author = {Ziebarth, Steven W. and Hart, Eric W. and Marcus, Robin and Ritsema, Beth and Schoen, Harold L. and Walker, Rebecca},
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chapter = {12},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
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title = {{High school teachers as negotiators between curriculum intentions and enactment}},
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@incollection{Pimm2009,
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title = {{Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination}},
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@incollection{Schnepp2009,
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@incollection{Behm2009,
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title = {{Factors influencing student teachers' use of mathematics curriculum materials}},
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@incollection{Christou2009,
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title = {{Beginning teachers' concerns regarding the adoption of new mathematics curriculum materials}},
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@incollection{Silver2009,
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@incollection{Cooney2009,
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@incollection{Phillips2009,
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@incollection{Doerr2009,
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@incollection{McDuffie2009,
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@incollection{Drake2009,
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@incollection{Jaworski2009,
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title = {{Part V commentary: Development of teaching through research into teachers' use of mathematics curriculum materials and relationships between teachers and curriculum}},
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@incollection{Davenport2009,
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title = {{Part V commentary: What does it take to learn from and through curriculum materials?}},
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}