Remillard (1999) - Revision history

imported>Raymond Johnson: /* Abstract */

2013-10-30T05:57:34Z

Abstract

← Older revision		Revision as of 05:57, 30 October 2013
Line 5:		Line 5:
	== Abstract ==		== Abstract ==

	~~<blockquote>~~
	This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district ([[Remillard (1996)\|Remillard 1996]]). The aim of the study was to examine teachers' interactions with a new textbook in order to gain insight into the potential for curriculum materials to contribute to reform in mathematics teaching. The resulting model integrates research on teachers' use of curriculum materials (cf. [[Stodolsky (1989)\|Stodolsky 1989]]) and studies of teachers' construction of curriculum in their classrooms (cf. [[Doyle (1993)\|Doyle 1993]]). The model includes three arenas in which teachers engage in curriculum development: design, construction, and curriculum mapping. Each arena defines a particular realm of the curriculum development process about which teachers explicitly or implicitly make different types of decisions. The design arena involves selecting and designing mathematical tasks. The construction arena involves enacting these tasks in the classroom and responding to students' encounters with them. The curriculum mapping arena involves determining the organization and content of the entire curriculum into which daily events fit. Through articulating each piece of the model, the author highlights the complex and multidimensional nature of teachers' curriculum processes, identifies significant characteristics of each arena that have implications for textbook use and instructional change, and indicates areas that call for further understanding and research.		This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district ([[Remillard (1996)\|Remillard 1996]]). The aim of the study was to examine teachers' interactions with a new textbook in order to gain insight into the potential for curriculum materials to contribute to reform in mathematics teaching. The resulting model integrates research on teachers' use of curriculum materials (cf. [[Stodolsky (1989)\|Stodolsky 1989]]) and studies of teachers' construction of curriculum in their classrooms (cf. [[Doyle (1993)\|Doyle 1993]]). The model includes three arenas in which teachers engage in curriculum development: design, construction, and curriculum mapping. Each arena defines a particular realm of the curriculum development process about which teachers explicitly or implicitly make different types of decisions. The design arena involves selecting and designing mathematical tasks. The construction arena involves enacting these tasks in the classroom and responding to students' encounters with them. The curriculum mapping arena involves determining the organization and content of the entire curriculum into which daily events fit. Through articulating each piece of the model, the author highlights the complex and multidimensional nature of teachers' curriculum processes, identifies significant characteristics of each arena that have implications for textbook use and instructional change, and indicates areas that call for further understanding and research.
	~~</blockquote>~~

	== Outline of Article Headings ==		== Outline of Article Headings ==

imported>Raymond Johnson: /* APA */

2013-10-30T05:28:18Z

APA

← Older revision		Revision as of 05:28, 30 October 2013
Line 35:		Line 35:
	=== APA ===		=== APA ===

	Remillard, J. T. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers’ curriculum development. Curriculum Inquiry, 29(3), 315–342. doi:10.1111/0362-6784.00130		Remillard, J. T. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers’ curriculum development. ''Curriculum Inquiry'', 29(3), 315–342. doi:10.1111/0362-6784.00130

	=== BibTeX ===		=== BibTeX ===

imported>Raymond Johnson: /* Outline */ mention headings

2013-10-30T05:27:57Z

Outline: mention headings

← Older revision		Revision as of 05:27, 30 October 2013
Line 9:		Line 9:
	</blockquote>		</blockquote>

	== Outline ==		== Outline of Article Headings ==

	* What We Know About Teacher–Curriculum Relationships		* What We Know About Teacher–Curriculum Relationships

imported>Raymond Johnson: notoc

2013-10-30T04:51:29Z

notoc

← Older revision		Revision as of 04:51, 30 October 2013
Line 1:		Line 1:
	<span style="font-size: large">''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development''</span>		<span style="font-size: large">''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development''</span>
			__NOTOC__
	The article ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' was written by [[Janine Remillard]] and published in [[Curriculum Inquiry]] in 1999. The article is available from the Wiley Online Library at [http://onlinelibrary.wiley.com/doi/10.1111/0362-6784.00130/abstract http://onlinelibrary.wiley.com/doi/10.1111/0362-6784.00130/abstract].		The article ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' was written by [[Janine Remillard]] and published in [[Curriculum Inquiry]] in 1999. The article is available from the Wiley Online Library at [http://onlinelibrary.wiley.com/doi/10.1111/0362-6784.00130/abstract http://onlinelibrary.wiley.com/doi/10.1111/0362-6784.00130/abstract].

imported>Raymond Johnson: outline, title, and categories

2013-10-30T04:51:03Z

outline, title, and categories

@@ Line 1: / Line 1: @@
 The article ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' was written by [[Janine Remillard]] and published in [[Curriculum Inquiry]] in 1999. The article is available from the Wiley Online Library at [http://onlinelibrary.wiley.com/doi/10.1111/0362-6784.00130/abstract http://onlinelibrary.wiley.com/doi/10.1111/0362-6784.00130/abstract].
@@ Line 7: / Line 9: @@
 </blockquote>
-== Detailed Summary of ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' ==
+== Outline ==
 == About ==
@@ Line 55: / Line 41: @@
 <pre>
 @article{Remillard1999,
 author = {Remillard, Janine T.},
 doi = {10.1111/0362-6784.00130},
@@ Line 68: / Line 53: @@
 </pre>
-[[Category:Articles]]
+[[Category:Journal Articles]]
 [[Category:Curriculum Inquiry]]
 [[Category:Curriculum Use]]

imported>Raymond Johnson at 20:43, 20 October 2013

2013-10-20T20:43:37Z

← Older revision		Revision as of 20:43, 20 October 2013
Line 3:		Line 3:
	== Abstract ==		== Abstract ==

			<blockquote>
	This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district ([[Remillard (1996)\|Remillard 1996]]). The aim of the study was to examine teachers' interactions with a new textbook in order to gain insight into the potential for curriculum materials to contribute to reform in mathematics teaching. The resulting model integrates research on teachers' use of curriculum materials (cf. [[Stodolsky (1989)\|Stodolsky 1989]]) and studies of teachers' construction of curriculum in their classrooms (cf. [[Doyle (1993)\|Doyle 1993]]). The model includes three arenas in which teachers engage in curriculum development: design, construction, and curriculum mapping. Each arena defines a particular realm of the curriculum development process about which teachers explicitly or implicitly make different types of decisions. The design arena involves selecting and designing mathematical tasks. The construction arena involves enacting these tasks in the classroom and responding to students' encounters with them. The curriculum mapping arena involves determining the organization and content of the entire curriculum into which daily events fit. Through articulating each piece of the model, the author highlights the complex and multidimensional nature of teachers' curriculum processes, identifies significant characteristics of each arena that have implications for textbook use and instructional change, and indicates areas that call for further understanding and research.		This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district ([[Remillard (1996)\|Remillard 1996]]). The aim of the study was to examine teachers' interactions with a new textbook in order to gain insight into the potential for curriculum materials to contribute to reform in mathematics teaching. The resulting model integrates research on teachers' use of curriculum materials (cf. [[Stodolsky (1989)\|Stodolsky 1989]]) and studies of teachers' construction of curriculum in their classrooms (cf. [[Doyle (1993)\|Doyle 1993]]). The model includes three arenas in which teachers engage in curriculum development: design, construction, and curriculum mapping. Each arena defines a particular realm of the curriculum development process about which teachers explicitly or implicitly make different types of decisions. The design arena involves selecting and designing mathematical tasks. The construction arena involves enacting these tasks in the classroom and responding to students' encounters with them. The curriculum mapping arena involves determining the organization and content of the entire curriculum into which daily events fit. Through articulating each piece of the model, the author highlights the complex and multidimensional nature of teachers' curriculum processes, identifies significant characteristics of each arena that have implications for textbook use and instructional change, and indicates areas that call for further understanding and research.
			</blockquote>

	== Detailed Summary of ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' ==		== Detailed Summary of ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' ==

imported>Raymond Johnson: Created page with "The article ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' was written by Janine Remillard and publis..."

2013-10-20T20:43:08Z

Created page with "The article ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' was written by Janine Remillard and publis..."

New page

The article ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' was written by [[Janine Remillard]] and published in [[Curriculum Inquiry]] in 1999. The article is available from the Wiley Online Library at [http://onlinelibrary.wiley.com/doi/10.1111/0362-6784.00130/abstract http://onlinelibrary.wiley.com/doi/10.1111/0362-6784.00130/abstract].

== Abstract ==

This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district ([[Remillard (1996)|Remillard 1996]]). The aim of the study was to examine teachers' interactions with a new textbook in order to gain insight into the potential for curriculum materials to contribute to reform in mathematics teaching. The resulting model integrates research on teachers' use of curriculum materials (cf. [[Stodolsky (1989)|Stodolsky 1989]]) and studies of teachers' construction of curriculum in their classrooms (cf. [[Doyle (1993)|Doyle 1993]]). The model includes three arenas in which teachers engage in curriculum development: design, construction, and curriculum mapping. Each arena defines a particular realm of the curriculum development process about which teachers explicitly or implicitly make different types of decisions. The design arena involves selecting and designing mathematical tasks. The construction arena involves enacting these tasks in the classroom and responding to students' encounters with them. The curriculum mapping arena involves determining the organization and content of the entire curriculum into which daily events fit. Through articulating each piece of the model, the author highlights the complex and multidimensional nature of teachers' curriculum processes, identifies significant characteristics of each arena that have implications for textbook use and instructional change, and indicates areas that call for further understanding and research.

== Detailed Summary of ''Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers' Curriculum Development'' ==

=== What We Know About Teacher–Curriculum Relationships ===

=== Teachers as Curriculum Developers ===

=== An Introduction to the Teachers and the Study ===

=== Method ===

==== Introduction to the Teachers ====

=== The Teachers' Role in Curriculum Development ===

=== Task Selection in the Design Arena ===

=== Task Enactment and Adaptation in the Construction Arena ===

=== The Relationship Between the Design and Construction Arenas ===

=== The Curriculum Mapping Arena ===

=== Perspectives on Teachers' Curriculum Development ===

==== Multiple Dimensions of Textbook Use ====

==== The Nature of the Construction Arena ====

==== The Importance of Teachers' Reading ====

=== Concluding Thoughts ===

== About ==

=== Mendeley ===

[http://www.mendeley.com/catalog/curriculum-materials-mathematics-education-reform-framework-examining-teachers-curriculum-developmen/ http://www.mendeley.com/catalog/curriculum-materials-mathematics-education-reform-framework-examining-teachers-curriculum-developmen/]

=== APA ===

Remillard, J. T. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers’ curriculum development. Curriculum Inquiry, 29(3), 315–342. doi:10.1111/0362-6784.00130

=== BibTeX ===

<pre>
@article{Remillard1999,
abstract = {This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district (Remillard 1996). The aim of the study was to examine teachers' interactions with a new textbook in order to gain insight into the potential for curriculum materials to contribute to reform in mathematics teaching. The resulting model integrates research on teachers' use of curriculum materials (cf. Stodolsky 1989) and studies of teachers' construction of curriculum in their classrooms (cf. Doyle 1993). The model includes three arenas in which teachers engage in curriculum development: design, construction, and curriculum mapping. Each arena defines a particular realm of the curriculum development process about which teachers explicitly or implicitly make different types of decisions. The design arena involves selecting and designing mathematical tasks. The construction arena involves enacting these tasks in the classroom and responding to students' encounters with them. The curriculum mapping arena involves determining the organization and content of the entire curriculum into which daily events fit. Through articulating each piece of the model, the author highlights the complex and multidimensional nature of teachers' curriculum processes, identifies significant characteristics of each arena that have implications for textbook use and instructional change, and indicates areas that call for further understanding and research.},
author = {Remillard, Janine T.},
doi = {10.1111/0362-6784.00130},
journal = {Curriculum Inquiry},
number = {3},
pages = {315--342},
title = {{Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development}},
url = {http://onlinelibrary.wiley.com/doi/10.1111/0362-6784.00130/abstract},
volume = {29},
year = {1999}
}
</pre>

[[Category:Articles]]
[[Category:Curriculum Inquiry]]
[[Category:Curriculum Use]]