Difference between revisions of "Beth Herbel-Eisenmann"
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[http://www.sesp.northwestern.edu/profile/?p=84 Faculty profile at the College of Education, Michigan State University] and [https://www.msu.edu/~bhe/ professional website]. | |||
== Publlications == | == Publlications == | ||
[[Amanda Jansen|Jansen, A.]], [[Beth Herbel-Eisenmann|Herbel-Eisenmann, B.]], & [[John Smith III|Smith III, J. P.]] (2012). [[Jansen, Herbel-Eisenmann, & Smith III (2012)|Detecting students' experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing]]. ''[[Mathematical Thinking and Learning]]'', 14(4), 285–309. doi:10.1080/10986065.2012.717379 | |||
[[Gwendolyn Lloyd|Lloyd, G. M.]], [[Janine Remillard|Remillard, J. T.]], & [[Beth Herbel-Eisenmann|Herbel-Eisenmann, B. A.]] (2009). [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]]. In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann|B. A. Herbel-Eisenmann]], & [[Gwendolyn Lloyd|G. M. Lloyd]] (Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 3–14). New York, NY: Routledge. | [[Gwendolyn Lloyd|Lloyd, G. M.]], [[Janine Remillard|Remillard, J. T.]], & [[Beth Herbel-Eisenmann|Herbel-Eisenmann, B. A.]] (2009). [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]]. In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann|B. A. Herbel-Eisenmann]], & [[Gwendolyn Lloyd|G. M. Lloyd]] (Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 3–14). New York, NY: Routledge. | ||
[[Beth Herbel-Eisenmann|Herbel-Eisenmann, B. A.]] (2009). [[Herbel-Eisenmann (2009)|Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?]] In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann|B. A. Herbel-Eisenmann]], & [[Gwendolyn Lloyd|G. M. Lloyd]] (Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 134–151). New York, NY: Routledge. | [[Beth Herbel-Eisenmann|Herbel-Eisenmann, B. A.]] (2009). [[Herbel-Eisenmann (2009)|Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?]] In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann|B. A. Herbel-Eisenmann]], & [[Gwendolyn Lloyd|G. M. Lloyd]] (Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 134–151). New York, NY: Routledge. | ||
[[Beth Herbel-Eisenmann|Herbel-Eisenmann, B. A.]] (2007). [[Herbel-Eisenmann (2007)|From the intended curriculum to the written curriculum: Finding the "voice" of a mathematics textbook]]. ''[[Journal for Research in Mathematics Education]]'', 38(4), 344–369. | |||
[[Category:People|Herbel-Eisenmann, Beth]] | [[Category:People|Herbel-Eisenmann, Beth]] | ||
Latest revision as of 17:11, 3 May 2015
Faculty profile at the College of Education, Michigan State University and professional website.
Publlications
Jansen, A., Herbel-Eisenmann, B., & Smith III, J. P. (2012). Detecting students' experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing. Mathematical Thinking and Learning, 14(4), 285–309. doi:10.1080/10986065.2012.717379
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.
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.
Herbel-Eisenmann, B. A. (2007). From the intended curriculum to the written curriculum: Finding the "voice" of a mathematics textbook. Journal for Research in Mathematics Education, 38(4), 344–369.