Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials

Journal for Research in Mathematics Education

Volumn 39, Issue 1, 2008, Pages 63-94

  Lloyd, Gwendolyn M ^a  

^a VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

Author keywords

Curriculum; Field experience; Materials (texts, other resources); Preservice teacher education; Teaching practice

Indexed keywords

EID: 38849183442     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (68)

1. Ball, D. L. (1991). Research on teaching mathematics: Making subject matter part of the equation. In J. Brophy (Ed.), Advances in research on teaching (pp. 1-48). Greenwich, CT: JAI.
2. Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is - or might be - the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14.
3. Ball, D. L., & Feiman-Nemser, S. (1988). Using textbooks and teachers' guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry, 18, 401-423.
4. Baratta-Lorton, M. (1976). Mathematics their way. Menlo Park, CA: Addison-Wesley.
5. Baroody, A. J., & Coslick, R. T. (1998). Fostering children's mathematical power: An investigative approach to K-8 mathematics instruction. Mahwah, NJ: Lawrence Erlbaum.
6. Ben-Peretz, M. (1984). Curriculum theory and practice in teacher-education programs. In L. G. Katz & J. D. Raths (Eds.), Advances in Teacher Education (vol. 1, pp. 9-27). Norwood, NJ: Ablex.
7. Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing teachers from the tyranny of texts. Albany: State University of New York Press.
8. Ben-Peretz, M., & Silberstein, M. (1982). A curriculum development case study in biology: Two levels of interpretation. European Journal of Science Education, 4, 377-389.
9. Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
10. Brown, M. W. (2004, April). Toward a theory of curriculum design and use. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
11. Brown, M. W., & Edelson, D. C. (2003, June). Teaching as design: Can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice? LETUS Research Paper (Center for Learning Technologies in Urban Schools, Northwestern University). Retrieved October 11, 2004, from http://www.letus.org/papers.htm
12. Brown, S., Cooney, T., & Jones, D. (1990). Mathematics teacher education. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 639-656), New York: Macmillan.
13. Christou, C., Eliophotou-Menon, M., & Philippou, G. (2004). Teachers' concerns regarding the adoption of a new mathematics curriculum: An application of CBAM. Educational Studies in Mathematics, 57, 157-176.
14. Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 309-424). Mahwah, NJ: Lawrence-Erlbaum.
15. Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12, 327-345.
16. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
17. Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning. Elementary School Journal, 103, 287-311.
18. Connelly, F. M., & Ben-Peretz, M. (1980). Teachers' role in using and doing of curriculum development. Journal of Curriculum Studies, 12(21), 95-107.
19. Cooney, T. J. (1988). The issue of reform: What have we learned from yesteryear. Mathematics Teacher, 81, 352-363.
20. Cuban, L. (1993). The lure of curricular reform and its pitiful history. Phi Delta Kappan, 75(2), 182-185.
21. Fairbanks, C. M., Freedman, D., & Kahn, C. (2000). The role of effective mentors in learning to teach. Journal of Teacher Education, 5/(2), 102-112.
22. Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17-30.
23. Feiman-Nemser, S., & Buchmann, M. (1987). When is student teaching teacher education? Teaching and Teacher Education, 14, 305-322.
24. Fey, J. T., & Graeber, A. O. (2003). From the New Math to the Agenda for Action. In G. Stanic and J. Kilpatrick, A history of school mathematics, Vol. 1 (pp. 521-558). Reston, VA: NCTM.
25. Freeman, D. J., & Porter, A. C. (1989). Do textbooks dictate the content of mathematics instruction in elementary schools? American Educational Research Journal, 26, 403-421.
26. Frykholm. J. A. (2005). Innovative curricula: Catalysts for reform in mathematics teacher education. Action in Teacher Education, 26(4), 20-36.
27. Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Education Research Journal, 6, 207-226.
28. Goodlad, J. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass.
29. Heaton, R. M. (2000). Teaching mathematics to the new standards: Relearning the dance. New York: Teachers College.
30. Herbel-Eisenmann, B. A. (2000). How discourse structures norms: A tale of two middle school mathematics classrooms. Unpublished doctoral dissertation, Michigan State University, East Lansing.
31. Kauffman, D., Johnson, S. M., Kardos, S. M., Liu, E., & Peske, H. G. (2002). "Lost at sea": New teachers' experiences with curriculum and assessment. Teachers College Record, 104, 273-300.
32. Kilpatrick, J. (1997, October). Five lessons from the new math era. Paper presented at the National Academy of Sciences symposium, Reflecting on Sputnik: Linking the past, present, and future of educational reform, Washington, D.C. Retrieved November 14, 2004, from http://www.nas.edu/ spumik/kilpatin.htm
33. LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.). San Diego, CA: Academic.
34. Lloyd, G. M. (1999). Two teachers' conceptions of a reform curriculum: Implications for mathematics teacher development. Journal of Mathematics Teacher Education, 2, 227-252.
35. Lloyd, G. M. (2006). Using K-12 mathematics curriculum materials in preservice teacher education: Rationale, strategies, and teachers' experiences. In K. Lynch-Davis, & R. L. Rider (Eds.), The work of mathematics teacher educators: Continuing the conversation (vol. 3, AMTE monograph series, pp. 11-27). San Diego, CA: Association of Mathematics Teacher Educators.
36. Lloyd, G. M., & Behm, S. L. (2005). Preservice elementary teachers' analysis of mathematics instructional materials. Action in Teacher Education, 26(4), 48-62.
37. McIntyre, J., Byrd, D., & Foxx, S. (1996). Field and laboratory experiences. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 171-193). New York: Macmillan.
38. McLaughlin, M. W. (1976). Implementation as mutual adaptation: Change in classroom organization. Teachers College Record, 77, 339-351.
39. Mewborn, D. S. (2003). Teaching, teachers' knowledge, and their professional development. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 45-52). Reston, VA: NCTM.
40. Moore, R. (2003). Reexamining the field experiences of preservice teachers. Journal of Teacher Education, 54(1), 31-42.
41. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
42. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
43. National Research Council. (2004). On evaluating curricular effects: Judging the quality of K-12 mathematics evaluations. Committee for a Review of the Evaluation Data on the Effectiveness of NSF-Supported and Commercially Generated Mathematics Curricular Materials. Mathematical Sciences Education Board, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.
44. Patton, M. Q. (1990). Strategic themes in qualitative inquiry. In M. Q. Patton (Ed.), Qualitative evaluation and research methods (pp. 35-63). Newbury Park, CA: Sage.
45. Remillard, J. T. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development. Curriculum Inquiry, 29, 315-342.
46. Remillard, J. T. (2000). Can curriculum materials support teachers' learning? Elementary School Journal, 100, 331-350.
47. Remillard, J. T. (2004, April). Curriculum materials as tools: A sociocultural analysis of teachers ' use of curricula. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
48. Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75, 211-246.
49. Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35, 352-388.
50. Sarason, S. (1971). The culture of school and the problem of change. Boston: Allyn & Bacon.
51. Senk, S. L., & Thompson, D. R. (Eds.). (2003). Standards-based school mathematics curricula: What are they? What do students learn? Mahwah, NJ: Lawrence Erlbaum.
52. Sherin, M. G., & Drake, C. (in press). Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies.
53. Snyder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 402-435). New York: Macmillan.
54. Sosniak, L. A., & Stodolsky, S. S. (1993). Teachers and textbooks: Materials use in four fourth-grade classrooms. Elementary School Journal, 93, 249-275.
55. Spillane, J. P. (1998). State policy and the non-monolithic nature of the local school district: Organizational and professional considerations. American Educational Research Journal, 35, 33-63.
56. Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart, & Winston.
57. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
58. Stake, R. E., & Easley, J. (1978). Case studies in science education. Urbana: University of Illinois.
59. Stodolsky, S. (1989). Is teaching really by the book? In P. W. Jackson and S. Haroutunian-Gordon (Eds.), From Socrates to software (88th Yearbook of the National Society for the Study of Education, pt. 1) (pp. 159-184). Chicago: National Society for the Study of Education.
60. Tarr, J. E., & Papick, I. J. (2004). Collaborative efforts to improve the mathematical preparation of middle grades mathematics teachers. In T. Watanabe & D. R. Thompson (Eds.), The work of mathematics teacher educators: Exchanging ideas for effective practice, AMTE Monograph 1 (pp. 19-34). San Diego: AMTE.
61. Tyson-Bernstein, H., & Woodward, A. (1991). Nineteenth century policies for twenty-first century practice: The textbook reform dilemma. In P. G. Altrach, G. P. Kelly, H. G. Petrie, & L. Weis (Eds.), Textbooks in American society (pp. 91-104). New York: State University of New York Press.
62. University of Chicago School Mathematics Project. (2001), Kindergarten Everyday Mathematics teacher's guide to activities. Chicago, IL: SRA/McGraw-Hill.
63. Van Zoest, L. R., & Bohl, J. V. (2002). The role of reform curricular materials in an internship: The case of Alice and Gregory. Journal of Mathematics Teacher Education, 5, 265-288.
64. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.
65. Wertsch, J. V. (1991). Voices of the mind: A sociocuttural approach to mediated action. Cambridge, MA: Harvard University Press.
66. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
67. Woodward, A., & Elliot, D. L. (1990). Textbook use and teacher professionalism. In D. L. Elliot & W. Arthur (Eds.), Textbooks and schooling in the United States (pp. 178-193). Chicago: University of Chicago Press.
68. Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 1-22.