Remillard (2005)

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Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246. doi:10.3102/00346543075002211

Summary

In this summary of research on teachers' use of mathematics curricula, Janine Remillard developed four categories of curriculum use.

Curriculum Use as Following or Subverting the Text

These studies start with the text and then judge the fidelity with which teachers follow or don't follow the text.

Curriculum Use as Drawing on the Text

These studies start with the classroom and then describe how teachers incorporate texts into their instruction.

Curriculum Use as Interpretation of Text

These studies assume the teachers are interpreting the text and that fidelity with the authors' intentions is impossible because each teacher relies on their own experiences and beliefs when using the text.

Curriculum Use as Participation With the Text

These studies focus on the "teacher-text relationship." Remillard describes the relationship as "collaboration with the materials" that "involves participation on the parts of both the teacher and the text" (p. 221). Although this overlaps with the previous curriculum use, what sets it apart is the focus on the activities of the teacher-text relationship, and not just the interpretation.