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Mathematics teachers at work : connecting curriculum materials and classroom instruction / edited by Janine T. Remillard, Beth A. Herbel-Eisenmann, Gwendolyn M. Lloyd.
LIBRA QA13 .M367 2009
Available from offsite location
- Format:
- Book
- Series:
- Studies in mathematical thinking and learning
- Language:
- English
- Subjects (All):
- Mathematics--Study and teaching--United States.
- Mathematics.
- Mathematics--Study and teaching.
- United States.
- Mathematics teachers--Training of--United States.
- Mathematics teachers.
- Mathematics teachers--Training of.
- Curriculum planning--United States.
- Curriculum planning.
- Physical Description:
- xviii, 375 pages : illustrations ; 24 cm.
- Place of Publication:
- New York : Routledge, 2009.
- Summary:
- Mathematics Teachers at Work is the first collection to compile and synthesize research on teachers' use of mathematics curriculum materials and the impact of curriculum materials on teaching. In response to this rapidly growing field of research, the book places a particular emphasis on - but is not restricted to - those curriculum materials developed in response to NCTM's Standards.
- Each chapter offers a valuable understanding of teachers' behaviors, practices, and learning in relation to mathematics curriculum materials. Commentaries from both a researcher and a practitioner follow each of the book's four parts, highlighting insights, questions, and challenges that speak to the significance of the chapters for research and practice. Taken together, the chapters in this important new volume not only report empirical research findings, but also offer frameworks and perspectives on the teacher-curriculum relationship that can guide future research.
- Contents:
- 1 Teachers' Use of Curriculum Materials: An Emerging Field / Gwendolyn M. Lloyd, Janine T. Remillard, Beth A. Herbel-Eisenmann 3
- Part II Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials 15
- 2 The Teacher-Tool Relationship: Theorizing the Design and Use of Curriculum Materials / Matthew W. Brown 17
- 3 The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher Learning / Mary Kay Stein, Gooyeon Kim 37
- 4 Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text / Kay Mcclain, Qing Zhao, Jana Visnovska, Erik Bowen 56
- 5 Considerations and Limitations Related to Conceptualizing and Measuring Textbook Integrity / Kathryn B. Chval, Oscar Chavez, Barbara J. Reys, James Tarr 70
- 6 Part II Commentary: Considering What We Know About the Relationship Between Teachers and Curriculum Materials / Janine T. Remillard 85
- 7 Part II Commentary: A Curriculum Decision-Maker's Perspective on Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials / Matthew R. Larson 93
- Part III Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum 101
- 8 How Can Curriculum Materials Support Teachers in Pursuing Student Thinking During Whole-Group Discussions? / Theresa J. Grant, Kate Kline, Carol Crumbaugh, Ok-Kyeong Kim, Nesrin Cengiz 103
- 9 On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development / The El Barrio-Hunter College Pds Partnership Writing Collective 118
- 10 Negotiating the "Presence of the Text": How Might Teachers' Language Choices Influence the Positioning of the Textbook? / Beth A. Herbel-Eisenmann 134
- 11 Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher / Tammy Eisenmann, Ruhama Even 152
- 12 High School Teachers as Negotiators Between Curriculum Intentions and Enactment: The Dynamics of Mathematics Curriculum Development / Steven W. Ziebarth, Eric W. Hart, Robin Marcus, Beth Ritsema, Harold L. Schoen, Rebecca Walker 171
- 13 Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and Insubordination / David Pimm 190
- 14 Part III Commentary: Teachers and the Enacted Curriculum / Marty J. Schnepp 197
- Part IV Teachers' Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum 203
- 15 Factors Influencing Student Teachers' Use of Mathematics Curriculum Materials / Stephanie L. Behm, Gwendolyn M. Lloyd 205
- 16 Beginning Teachers' Concerns Regarding the Adoption of New Mathematics Curriculum Materials / Constantinos Christou, Maria Eliophotou Menon, George Philippou 223
- 17 Exploring the Curriculum Implementation Plateau: An Instructional Perspective / Edward A. Silver, Hala Ghousseini, Charalambos Y. Charalambous, Valerie Mills 245
- 18 Part IV Commentary: Considering the Confounding Nature of Teachers' Use of Curriculum Materials / Thomas J. Cooney 266
- 19 Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional Continuum / Eileen Phillips 274
- Part V Teacher Learning Through and in Relation to the Use of Curriculum Materials 281
- 20 Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' Learning / Helen M. Doerr, Kelly Chandler-Olcott 283
- 21 Middle School Mathematics Teachers' Use of Curricular Reasoning in a Collaborative Professional Development Project / Amy Roth McDuffie, Martha Mather 302
- 22 Developing Curriculum Vision and Trust: Changes in Teachers' Curriculum Strategies / Corey Drake, Miriam Gamoran Sherin 321
- 23 Part V Commentary: Development of Teaching Through Research into Teachers' Use of Mathematics Curriculum Materials and Relationships Between Teachers and Curriculum / Barbara Jaworski 338
- 24 Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials? / Linda Ruiz Davenport 347.
- Notes:
- Includes bibliographical references and index.
- Local Notes:
- Acquired for the Penn Libraries with assistance from the Albert E. Visk, W'28, Memorial Book Fund.
- Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.
- ISBN:
- 9780415990103
- 0415990106
- 9780203884645
- 0203884647
- OCLC:
- 232656648
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