# Tarr, Chávez, Reys, & Reys (2006)

*From the Written to the Enacted Curricula: The Intermediary Role of Middle School Mathematics Teachers in Shaping Students' Opportunity to Learn*

- Authors: James Tarr, Óscar Chávez, Robert Reys, and Barbara Reys
- Journal: School Science and Mathematics
- Year: 2006
- Source: http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.2006.tb18075.x/abstract

## Abstract

In this paper is reported the extent of textbook use by 39 middle school mathematics teachers in six states, 17 utilizing a textbook series developed with funding from the National Science Foundation (NSF-funded) and 22 using textbooks developed by commercial publishers (publisher-generated). Results indicate that both sets of teachers placed significantly higher emphasis on Number and Operation, often at the expense of other content strands. Location of topics within a textbook represented an oversimplified explanation of what mathematics gets taught or omitted. Most teachers using an NSF-funded curriculum taught content intended for students in a different (lower) grade, and both sets of teachers supplemented with skill-building and "practice" worksheets. Implications for documenting teachers' "fidelity of implementation" (National Research Council, 2004) are offered.

## Corrolary

- APA
- Tarr, J. E., Chávez, Ó., Reys, R. E., & Reys, B. J. (2006). From the written to the enacted curricula: The intermediary role of middle school mathematics teachers in shaping students’ opportunity to learn.
*School Science and Mathematics*, 106(4), 191–201. doi:10.1111/j.1949-8594.2006.tb18075.x - BibTeX

@article{Tarr2006a, abstract = {In this paper is reported the extent of textbook use by 39 middle school mathematics teachers in six states, 17 utilizing a textbook series developed with funding from the National Science Foundation (NSF-funded) and 22 using textbooks developed by commercial publishers (publisher-generated). Results indicate that both sets of teachers placed significantly higher emphasis on Number and Operation, often at the expense of other content strands. Location of topics within a textbook represented an oversimplified explanation of what mathematics gets taught or omitted. Most teachers using an NSF-funded curriculum taught content intended for students in a different (lower) grade, and both sets of teachers supplemented with skill-building and "practice" worksheets. Implications for documenting teachers' "fidelity of implementation" (National Research Council, 2004) are offered.}, author = {Tarr, James E. and Ch\'{a}vez, \'{O}scar and Reys, Robert E. and Reys, Barbara J.}, doi = {10.1111/j.1949-8594.2006.tb18075.x}, journal = {School Science and Mathematics}, number = {4}, pages = {191--201}, title = {{From the written to the enacted curricula: The intermediary role of middle school mathematics teachers in shaping students' opportunity to learn}}, url = {http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.2006.tb18075.x/abstract}, volume = {106}, year = {2006}