Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction

Book Cover......Page 1
Title......Page 6
Copyright......Page 7
Contents......Page 10
Figures......Page 14
Tables......Page 15
Preface......Page 16
Acknowledgments......Page 20
I Introduction......Page 22
1 Teachers’ Use of Curriculum Materials: An Emerging Field......Page 24
II Conceptual and Analytical Frameworks for Studying Teachers’ Use of Curriculum Materials......Page 36
2 The Teacher–Tool Relationship: Theorizing the Design and Use of Curriculum Materials......Page 38
3 The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher Learning......Page 58
4 Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text......Page 77
5 Considerations and Limitations Related to Conceptualizing and Measuring Textbook Integrity......Page 91
6 Part II Commentary: Considering What We Know About the Relationship Between Teachers and Curriculum Materials......Page 106
7 Part II Commentary: A Curriculum Decision-Maker’s Perspective on Conceptual and Analytical Frameworks for Studying Teachers’ Use of Curriculum Materials......Page 114
III Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum......Page 122
8 How Can Curriculum Materials Support Teachers in Pursuing Student Thinking During Whole-Group Discussions?......Page 124
9 On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development: The El Barrio-Hunter College PDS Partnership Writing Collective......Page 139
10 Negotiating the “Presence of the Text”: How Might Teachers’ Language Choices Influence the Positioning of the Textbook?......Page 155
11 Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher......Page 173
12 High School Teachers as Negotiators Between Curriculum Intentions and Enactment: The Dynamics of Mathematics Curriculum Development......Page 192
13 Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and Insubordination......Page 211
14 Part III Commentary: Teachers and the Enacted Curriculum......Page 218
IV Teachers’ Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum......Page 224
15 Factors Influencing Student Teachers’ Use of Mathematics Curriculum Materials......Page 226
16 Beginning Teachers’ Concerns Regarding the Adoption of New Mathematics Curriculum Materials......Page 244
17 Exploring the Curriculum Implementation Plateau: An Instructional Perspective......Page 266
18 Part IV Commentary: Considering the Confounding Nature of Teachers’ Use of Curriculum Materials......Page 287
19 Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional Continuum......Page 295
V Teacher Learning Through and in Relation to the Use of Curriculum Materials......Page 302
20 Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers’ Learning......Page 304
21 Middle School Mathematics Teachers’ Use of Curricular Reasoning in a Collaborative Professional Development Project......Page 323
22 Developing Curriculum Vision and Trust: Changes in Teachers’ Curriculum Strategies......Page 342
23 Part V Commentary: Development of Teaching Through Research into Teachers’ Use of Mathematics Curriculum Materials and Relationships Between Teachers and Curriculum......Page 359
24 Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials?......Page 368
Author Biographies......Page 374
Index......Page 386