Mathematics Teachers at Work

Connecting Curriculum Materials and Classroom Instruction

By: Janine T. Remillard (Editor), Beth A. Herbel-Eisenmann (Editor), Gwendolyn M. Lloyd (Editor)

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Hardcover | 5 December 2008 | Edition Number 1

At a Glance

Hardcover
400 Pages

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22.86 x 15.24 x 2.24

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This book compiles and synthesizes existing research on teachers' use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on - but not restricted to - those materials developed in the 1990s in response to the NCTM's Principles and Standards for School Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years and growing scholarly interest in their use, the book represents the first compilation of research on teachers and mathematics curriculum materials and the first volume with this focus in any content area in several decades.

Industry Reviews

"You may be wondering why Routledge has elected to reprint in paperback form and TCR has chosen to do a review on a book first published in 2009. It doesn't take the reader long to figure out why: The message of this text is more relevant and important today than it was in 2009. (And it should be noted that the text was timely and important in 2009!)"
-Teachers College Record

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Non-Fiction Education Organisation & Management of Education Curriculum Planning & Development Mathematics Teaching of a Specific Subject Higher & Further Education Teacher Training Educational Strategies & Policy

List of Figures	p. xiii
List of Tables	p. xiv
Preface	p. xv
Acknowledgments	p. xix
Introduction	p. 1
Teachers' Use of Curriculum Materials: An Emerging Field	p. 3
Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials	p. 15
The Teacher-Tool Relationship: Theorizing the Design and Use of Curriculum Materials	p. 17
The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher Learning	p. 37
Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text	p. 56
Considerations and Limitations Related to Conceptualizing and Measuring Textbook Integrity	p. 70
Part II Commentary: Considering What We Know About the Relationship Between Teachers and Curriculum Materials	p. 85
Part II Commentary: A Curriculum Decision-Maker's Perspective on Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials	p. 93
Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum	p. 101
How Can Curriculum Materials Support Teachers in Pursuing Student Thinking During Whole-Group Discussions?	p. 103
On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development	p. 118
Negotiating the "Presence of the Text": How Might Teachers' Language Choices Influence the Positioning of the Textbook?	p. 134
Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher	p. 152
High School Teachers as Negotiators Between Curriculum Intentions and Enactment: The Dynamics of Mathematics Curriculum Development	p. 171
Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and Insubordination	p. 190
Part III Commentary: Teachers and the Enacted Curriculum	p. 197
Teachers' Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum	p. 203
Factors Influencing Student Teachers' Use of Mathematics Curriculum Materials	p. 205
Beginning Teachers' Concerns Regarding the Adoption of New Mathematics Curriculum Materials	p. 223
Exploring the Curriculum Implementation Plateau: An Instructional Perspective	p. 245
Part IV Commentary: Considering the Confounding Nature of Teachers' Use of Curriculum Materials	p. 266
Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional Continuum	p. 274
Teacher Learning Through and in Relation to the Use of Curriculum Materials	p. 281
Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' Learning	p. 283
Middle School Mathematics Teachers' Use of Curricular Reasoning in a Collaborative Professional Development Project	p. 302
Developing Curriculum Vision and Trust: Changes in Teachers' Curriculum Strategies	p. 321
Part V Commentary: Development of Teaching Through Research into Teachers' Use of Mathematics Curriculum Materials and Relationships Between Teachers and Curriculum	p. 338
Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials?	p. 347
Author Biographies	p. 353
Index	p. 365
Table of Contents provided by Ingram. All Rights Reserved.

Mathematics Teachers at Work

Connecting Curriculum Materials and Classroom Instruction

At a Glance

Hardcover

Industry Reviews

Shipping

How to return your order

Defective items

You Can Find This Book In

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