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Zusatztext "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 Informationen zum Autor Janine T. Remillard is Associate Professor of Education and Chair, Foundations and Practices of Education Division, Graduate School of Education, University of Pennsylvania. Beth A. Herbel-Eisenmann is Assistant Professor of Teacher Education, Michigan State University. Gwendolyn M. Lloyd is Professor, Department of Mathematics, Virginia Tech. Klappentext 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. Zusammenfassung 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. Inhaltsverzeichnis Part I: Introduction 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 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, Óscar Chávez, 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 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 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 Developmen...
