Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction

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Chapters

  1. Teachers’ use of curriculum materials: An emerging field
  2. The teacher-tool relationship: Theorizing the design and use of curriculum materials

Lloyd, G. M., Remillard, J. T., & Herbel-Eisenmann, B. A. (2009). Teachers’ use of curriculum materials: An emerging field. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 3–14). New York, NY: Routledge.

Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). New York, NY: Routledge.

Stein, M. K., & Kim, G. (2009). The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 37–55). New York, NY: Routledge.

McClain, K., Zhao, Q., Visnovska, J., & Bowen, E. (2009). Understand the role of the institutional context in the relationship between teachers and text. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 56–69). New York, NY: Routledge.

Chval, K. B., Chávez, Ó., Reys, B. J., & Tarr, J. (2009). Considerations and limitations related to conceptualizing and measuring textbook integrity. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 70–84). New York, NY: Routledge.

Remillard, J. T. (2009). Part II commentary: Considering what we know about the relationship between teachers and curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 85–92). New York, NY: Routledge.

Larson, M. R. (2009). Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 93–99). New York, NY: Routledge.

Grant, T. J., Kline, K., Crumbaugh, C., Kim, O.-K., & Cengiz, N. (2009). How can curriculum materials support teachers in pursuing student thinking during whole-group discussions? In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 103–117). New York, NY: Routledge.

The El-Barrio-Hunter College PDS Partnership Writing Collective. (2009). On the unique relationship between teacher research and commercial mathematics curriculum development. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 118–133). New York, NY: Routledge.

Herbel-Eisenmann, B. A. (2009). Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook? In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 134–151). New York, NY: Routledge.

Eisenmann, T., & Even, R. (2009). Similarities and differences in the types of algebraic activities in two classes taught by the same teacher. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 152–170). New York, NY: Routledge.

Ziebarth, S. W., Hart, E. W., Marcus, R., Ritsema, B., Schoen, H. L., & Walker, R. (2009). High school teachers as negotiators between curriculum intentions and enactment. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 171–189). New York, NY: Routledge.

Pimm, D. (2009). Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 190–196). New York, NY: Routledge.

Schnepp, M. J. (2009). Part III commentary: Teachers and the enacted curriculum. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 197–202). New York, NY: Routledge.

BibTeX

@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},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {4},
editor = {Remillard, Janine T and Herbel-Eisenmann, Beth A and Lloyd, Gwendolyn M},
pages = {56--69},
publisher = {Routledge},
title = {{Understand the role of the institutional context in the relationship between teachers and text}},
year = {2009}
}

@incollection{Chaval2009,
address = {New York, NY},
author = {Chval, Kathryn B. and Chávez, Óscar and Reys, Barbara J. and Tarr, James},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {5},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {70--84},
publisher = {Routledge},
title = {{Considerations and limitations related to conceptualizing and measuring textbook integrity}},
year = {2009}
}

@incollection{Remillard2009,
address = {New York, NY},
author = {Remillard, Janine T.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {6},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {85--92},
publisher = {Routledge},
title = {{Part II commentary: Considering what we know about the relationship between teachers and curriculum materials}},
year = {2009}
}

@incollection{Larson2009,
address = {New York, NY},
author = {Larson, Matthew R.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {7},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {93--99},
publisher = {Routledge},
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}
}

@incollection{ElBarrio2009,
address = {New York, NY},
author = {The El-Barrio-Hunter College PDS Partnership Writing Collective},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {9},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {118--133},
publisher = {Routledge},
title = {{On the unique relationship between teacher research and commercial mathematics curriculum development}},
year = {2009}
}

@incollection{Herbel-Eisenmann2009,
address = {New York, NY},
author = {Herbel-Eisenmann, Beth A.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {10},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {134--151},
publisher = {Routledge},
title = {{Negotiating the "presence of the text": How might teachers' language choices influence the positioning of the textbook?}},
year = {2009}
}

@incollection{Eisenmann2009,
address = {New York, NY},
author = {Eisenmann, Tammy and Even, Ruhama},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {11},
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,
address = {New York, NY},
author = {Ziebarth, Steven W. and Hart, Eric W. and Marcus, Robin and Ritsema, Beth and Schoen, Harold L. and Walker, Rebecca},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {12},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {171--189},
publisher = {Routledge},
title = {{High school teachers as negotiators between curriculum intentions and enactment}},
year = {2009}
}

@incollection{Pimm2009,
address = {New York, NY},
author = {Pimm, David},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {13},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {190--196},
publisher = {Routledge},
title = {{Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination}},
year = {2009}
}

@incollection{Schnepp2009,
address = {New York, NY},
author = {Schnepp, Marty J.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {14},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {197--202},
publisher = {Routledge},
title = {{Part III commentary: Teachers and the enacted curriculum}},
year = {2009}
}

@incollection{Behm2009,
address = {New York, NY},
author = {Behm, Stephanie L. and Lloyd, Gwendolyn M.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {15},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {205--222},
publisher = {Routledge},
title = {{Factors influencing student teachers' use of mathematics curriculum materials}},
year = {2009}
}

@incollection{Christou2009,
address = {New York, NY},
author = {Christou, Constantinos and Menon, Maria Eliophotou and Philippou, George},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {16},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {223--244},
publisher = {Routledge},
title = {{Beginning teachers' concerns regarding the adoption of new mathematics curriculum materials}},
year = {2009}
}

@incollection{Silver2009,
address = {New York, NY},
author = {Silver, Edward A. and Ghousseini, Hala and Charalambous, Charalambos Y. and Mills, Valerie},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {17},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {245--265},
publisher = {Routledge},
title = {{Exploring the curriculum implementation plateau: An instructional perspective}},
year = {2009}
}

@incollection{Cooney2009,
address = {New York, NY},
author = {Cooney, Thomas J.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {18},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {266--273},
publisher = {Routledge},
title = {{Part IV commentary: Considering the confounding nature of teachers' use of curriculum materials}},
year = {2009}
}

@incollection{Phillips2009,
address = {New York, NY},
author = {Phillips, Eileen},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {19},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {274--279},
publisher = {Routledge},
title = {{Part IV commentary: Use of curriculum materials at different points on the professional continuum}},
year = {2009}
}

@incollection{Doerr2009,
address = {New York, NY},
author = {Doerr, Helen M. and Chandler-Olcott, Kelly},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {20},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {283--301},
publisher = {Routledge},
title = {{Negotiating the literacy demands of standards-based curriculum materials: A site for teachers' learning}},
year = {2009}
}

@incollection{McDuffie2009,
address = {New York, NY},
author = {McDuffie, Amy Roth and Mather, Martha},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {21},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {302--320},
publisher = {Routledge},
title = {{Middle school mathematics teachers' use of curricular reasoning in a collaborative professional development project}},
year = {2009}
}

@incollection{Drake2009,
address = {New York, NY},
author = {Drake, Corey and Sherim, Miriam Gamoran},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {22},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {321--337},
publisher = {Routledge},
title = {{Developing curriculum vision and trust: Changes in teachers' curriculum strategies}},
year = {2009}
}

@incollection{Jaworski2009,
address = {New York, NY},
author = {Jaworski, Barbara},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {23},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {338--346},
publisher = {Routledge},
title = {{Part V commentary: Development of teaching through research into teachers' use of mathematics curriculum materials and relationships between teachers and curriculum}},
year = {2009}
}

@incollection{Davenport2009,
address = {New York, NY},
author = {Davenport, Linda Ruiz},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {24},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {347--352},
publisher = {Routledge},
title = {{Part V commentary: What does it take to learn from and through curriculum materials?}},
year = {2009}
}