# Difference between revisions of "Stein, Remillard, & Smith (2007)"

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The handbook chapter | Handbook chapter from the [[Second handbook of research on mathematics teaching and learning]] by [[Mary Kay Stein]], [[Janine Remillard]], and [[Margaret Smith]]. | ||

== Detailed Chapter Summary == | |||

Stein, Remillard, and Smith open their chapter with comments on the growth of research in the area of curriculum use. The [[Handbook of research on mathematics teaching and learning|1992 NCTM *Handbook*]] did not include a chapter on this topic, but the emergence of new curricula following the [[Curriculum and Evaluation Standards for School Mathematics|1989 NCTM *Standards*]] spurred a greater research interest in curricula and how they influence student learning. Also, the [https://en.wikipedia.org/wiki/No_Child_Left_Behind_Act|No Child Left Behind] requirement that federal funds only be spent on curricular materials shown to be effective drove curriculum developers to prove their materials had a positive effect on student learning. | |||

=== Conceptual Issues, Definitions, and Boundaries === | |||

==== Multiple Meanings of Curriculum ==== | |||

==== Curriculum Materials: An Evolving Concept ==== | |||

==== Literature Selection and Boundaries of this Review ==== | |||

=== Section One: Research on Curriculum Materials and Student Learning === | |||

==== Research on Content of Curriculum Materials ==== | |||

===== What Content is Covered? ===== | |||

===== How is Content Presented? ===== | |||

===== The Support of Teacher Learning ===== | |||

==== Examination of Student Learning from Mathematics Curriculum Materials ==== | |||

===== Comparative Studies Conducted by External Researchers ===== | |||

=== Section Two: How Teachers Engage With and Interpret Curricular Materials === | |||

==== Framing of the Relationship between Written and Intended Curriculum ==== | |||

===== Content Coverage ===== | |||

===== Components of the Curriculum ===== | |||

===== Program Philosophy ===== | |||

==== Conceptualizations of Curriculum Use ==== | |||

===== Curriculum Use as Following or Subverting ===== | |||

===== Curriculum Use as Interpretation ===== | |||

===== Curriculum Use as Participating With ===== | |||

=== Section Three: The Enactment of Curricula in Classrooms === | |||

==== Ways in Which Curriculum Enactment Has Been Studied ==== | |||

==== The Source and Nature of Mathematical Tasks ==== | |||

==== Setting Up and Implementing Mathematical Tasks ==== | |||

==== Investigating Processes Involved in Task Implementation ==== | |||

=== Section Four: Explaining Transformations Within and Between Different Phases of Curriculum Use === | |||

==== The Teacher Matters ==== | |||

===== Beliefs and Knowledge ===== | |||

===== Orientation ===== | |||

===== Professional Identity ===== | |||

==== Students Matter ==== | |||

==== The Context Matters ==== | |||

===== Time ===== | |||

===== Local Cultures ===== | |||

===== Teacher Support ===== | |||

==== The Curriculum Matters ==== | |||

===== Conventional versus Standards-based Curricula ===== | |||

==== Curriculum Features ==== | |||

==== Educative Curriculum ==== | |||

=== Section Five: How the Enacted Curriculum Influences Student Learning === | |||

=== Summary and Conclusions === | |||

==== Curricula Differ in Significant Ways ==== | |||

==== These Differences Impact Student Learning ==== | |||

==== No Curriculum is Self-Enacting ==== | |||

==== Standards-Based Curricula are Challenging to Enact as Well ==== | |||

==== The Success of Standards-Based Curricula is Influenced by Multiple Factors ==== | |||

END | |||

== Metadata == | |||

=== APA === | |||

Stein, M. K., Remillard, J. T., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319–369). Charlotte, NC: Information Age. | |||

=== BibTeX === | |||

<pre> | |||

@incollection{Stein2007, | |||

address = {Charlotte, NC}, | |||

author = {Stein, Mary Kay and Remillard, Janine T. and Smith, Margaret Schwan}, | |||

booktitle = {Second handbook of research on mathematics teaching and learning}, | |||

chapter = {8}, | |||

editor = {Lester, Frank K.}, | |||

pages = {319--369}, | |||

publisher = {Information Age}, | |||

title = {{How curriculum influences student learning}}, | |||

year = {2007} | |||

} | |||

</pre> | |||

[[Category:Curriculum Use]] | [[Category:Curriculum Use]] |

## Revision as of 23:44, 18 July 2013

Handbook chapter from the Second handbook of research on mathematics teaching and learning by Mary Kay Stein, Janine Remillard, and Margaret Smith.

## Detailed Chapter Summary

Stein, Remillard, and Smith open their chapter with comments on the growth of research in the area of curriculum use. The 1992 NCTM *Handbook* did not include a chapter on this topic, but the emergence of new curricula following the 1989 NCTM *Standards* spurred a greater research interest in curricula and how they influence student learning. Also, the Child Left Behind requirement that federal funds only be spent on curricular materials shown to be effective drove curriculum developers to prove their materials had a positive effect on student learning.

### Conceptual Issues, Definitions, and Boundaries

#### Multiple Meanings of Curriculum

#### Curriculum Materials: An Evolving Concept

#### Literature Selection and Boundaries of this Review

### Section One: Research on Curriculum Materials and Student Learning

#### Research on Content of Curriculum Materials

##### What Content is Covered?

##### How is Content Presented?

##### The Support of Teacher Learning

#### Examination of Student Learning from Mathematics Curriculum Materials

##### Comparative Studies Conducted by External Researchers

### Section Two: How Teachers Engage With and Interpret Curricular Materials

#### Framing of the Relationship between Written and Intended Curriculum

##### Content Coverage

##### Components of the Curriculum

##### Program Philosophy

#### Conceptualizations of Curriculum Use

##### Curriculum Use as Following or Subverting

##### Curriculum Use as Interpretation

##### Curriculum Use as Participating With

### Section Three: The Enactment of Curricula in Classrooms

#### Ways in Which Curriculum Enactment Has Been Studied

#### The Source and Nature of Mathematical Tasks

#### Setting Up and Implementing Mathematical Tasks

#### Investigating Processes Involved in Task Implementation

### Section Four: Explaining Transformations Within and Between Different Phases of Curriculum Use

#### The Teacher Matters

##### Beliefs and Knowledge

##### Orientation

##### Professional Identity

#### Students Matter

#### The Context Matters

##### Time

##### Local Cultures

##### Teacher Support

#### The Curriculum Matters

##### Conventional versus Standards-based Curricula

#### Curriculum Features

#### Educative Curriculum

### Section Five: How the Enacted Curriculum Influences Student Learning

### Summary and Conclusions

#### Curricula Differ in Significant Ways

#### These Differences Impact Student Learning

#### No Curriculum is Self-Enacting

#### Standards-Based Curricula are Challenging to Enact as Well

#### The Success of Standards-Based Curricula is Influenced by Multiple Factors

END

## Metadata

### APA

Stein, M. K., Remillard, J. T., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319–369). Charlotte, NC: Information Age.

### BibTeX

@incollection{Stein2007, address = {Charlotte, NC}, author = {Stein, Mary Kay and Remillard, Janine T. and Smith, Margaret Schwan}, booktitle = {Second handbook of research on mathematics teaching and learning}, chapter = {8}, editor = {Lester, Frank K.}, pages = {319--369}, publisher = {Information Age}, title = {{How curriculum influences student learning}}, year = {2007} }