Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction

Contents

1. Teachers’ use of curriculum materials: An emerging field
2. The teacher-tool relationship: Theorizing the design and use of curriculum materials
3. The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning
4. Understand the role of the institutional context in the relationship between teachers and text
5. Considerations and limitations related to conceptualizing and measuring textbook integrity
6. Part II commentary: Considering what we know about the relationship between teachers and curriculum materials
7. Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials
8. How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?
9. On the unique relationship between teacher research and commercial mathematics curriculum development
10. Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?
11. Similarities and differences in the types of algebraic activities in two classes taught by the same teacher
12. High school teachers as negotiators between curriculum intentions and enactment
13. Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination
14. Part III commentary: Teachers and the enacted curriculum
15. Factors influencing student teachers’ use of mathematics curriculum materials
16. Beginning teachers’ concerns regarding the adoption of new mathematics curriculum materials
17. Exploring the curriculum implementation plateau: An instructional perspective
18. Part IV commentary: Considering the confounding nature of teachers’ use of curriculum materials
19. Part IV commentary: Use of curriculum materials at different points on the professional continuum
20. Negotiating the literacy demands of standards-based curriculum materials: A site for teachers’ learning
21. Middle school mathematics teachers’ use of curricular reasoning in a collaborative professional development project
22. Developing curriculum vision and trust: Changes in teachers’ curriculum strategies
23. Part V commentary: Development of teaching through research into teachers’ use of mathematics curriculum materials and relationships between teachers and curriculum
24. Part V commentary: What does it take to learn from and through curriculum materials?

Metadata

APA

Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.). (2009). Mathematics teachers at work: Connecting curriculum materials and classroom instruction (p. 375). New York, NY: Routledge.

BibTeX

@book{Remillard2009,
address = {New York, NY},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {375},
publisher = {Routledge},
title = {{Mathematics teachers at work: Connecting curriculum materials and classroom instruction}},
year = {2009}
}

@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},
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chapter = {2},
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publisher = {Routledge},
title = {{The teacher-tool relationship: Theorizing the design and use of curriculum materials}},
year = {2009}
}

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title = {{The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning}},
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chapter = {4},
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title = {{Understand the role of the institutional context in the relationship between teachers and text}},
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