Part II commentary: Considering what we know about the relationship between teachers and curriculum materials

Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction

Volumn , Issue , 2008, Pages 85-92

  Remillard, Janine T ^a,b,c  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

^b MetroMath The Center for Mathematics   (United States)

^c Center for the Study of Mathematics Curriculum   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909174866     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203884645     Document Type: Note

References (11)

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2. Doyle, W. (1992). Curriculum and pedagogy. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 486-516). New York, NY: Macmillan.
3. Herbel-Eisenmann, B. A. (2007). From intended curriculum to written curriculum: Examining the "voice" of a mathematics textbook. Journal for Research in Mathematics Education, 38(4), 344-369.
4. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
5. Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal of Research in Mathematics Education 35(5), 352-388.
6. Schmidt, W., Jakwerth, P. M., & McNight, C. C. (1998). Curriculum sensitive assessment: Content does make a difference. International Journal of Educational Research, 29, 503-527.
7. Spillane, J. P. (2000). A fifth-grade teacher's reconstruction of mathematics and literacy teaching:Exploring interactions among identity, learning, and subject matter. Elementary School Journal, 100(4), 307-330.
8. Stein, M. K., Remillard, J. T., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319-369). Charlotte, NC: Information Age.
9. Thompson, P. W. (1994). Images of rate and operational understanding in the fundamental theorem of calculus. Educational Studies in Mathematics, 26, 229-274.
10. Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.
11. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.