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ERIC Number: ED523240
Record Type: Non-Journal
Publication Date: 2011-Aug-12
Pages: 400
Abstractor: ERIC
Reference Count: N/A
ISBN: ISBN-978-0-4159-9010-3
ISSN: N/A
Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. Studies in Mathematical Thinking and Learning Series
Remillard, Janine T., Ed.; Herbel-Eisenmann, Beth A., Ed.; Lloyd, Gwendolyn M., Ed.
Routledge, Taylor & Francis Group
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. This book is divided into five parts. Part I, Introduction, contains the following: (1) Teachers' Use of Curriculum Materials: An Emerging Field (Gwendolyn M. Lloyd, Janine T. Remillard, and Beth A. Herbel-Eisenmann). Part II, Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials, contains the following: (2) The Teacher-Tool Relationship: Theorizing the Design and Use of Curriculum Materials (Matthew W. Brown); (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); (4) Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text (Kay McClain, Qing Zhao, Jana Visnovska, and Erik Bowen); (5) Considerations and Limitations Related to Conceptualizing and Measuring Textbook Integrity (Kathryn B. Chval, Oscar Chavez, Barbara J. Reys, and James Tarr); (6) Part II Commentary: Considering What We Know about the Relationship between Teachers and Curriculum Materials (Janine T. Remillard); and (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). Part III, Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum, contains the following: (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, and Nesrin Cengiz); (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? (Beth A. Herbel-Eisenmann); (11) Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher (Tammy Eisenmann and Ruhama Even); (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, and Rebecca Walker); (13) Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and Insubordination (David Pimm); and (14) Part III Commentary: Teachers and the Enacted Curriculum (Marty J. Schnepp). Part IV, Teachers' Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum, contains the following: (15) Factors Influencing Student Teachers' Use of Mathematics Curriculum Materials (Stephanie L. Behm and Gwendolyn M. Lloyd); (16) Beginning Teachers' Concerns Regarding the Adoption of New Mathematics Curriculum Materials (Constantinos Christou, Maria Eliophotou Menon, and George Philippou); (17) Exploring the Curriculum Implementation Plateau: An Instructional Perspective (Edward A. Silver, Hala Ghousseini, Charalambos Y. Charalambous, and Valerie Mills); (18) Part IV Commentary: Considering the Confounding Nature of Teachers' Use of Curriculum Materials (Thomas J. Cooney); and (19) Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional Continuum (Eileen Phillips). Part V, Teacher Learning through and in Relation to the Use of Curriculum Materials, contains the following: (20) Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' Learning (Helen M. Doerr and Kelly Chandler-Olcott); (21) Middle School Mathematics Teachers' Use of Curricular Reasoning in a Collaborative Professional Development Project (Amy Roth McDuffie and Martha Mather); (22) Developing Curriculum Vision and Trust: Changes in Teachers' Curriculum Strategies (Corey Drake and Miriam Gamoran Sherin); (23) Part V Commentary: Development of Teaching Through Research into Teachers' Use of Mathematics Curriculum Materials and Relationships Between Teachers and Curriculum (Barbara Jaworski); and (24) Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials? (Linda Davenport).
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Elementary Secondary Education; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED544185