Items
Details
Table of Contents
pt. 1. Introduction. Teacher's use of curriculum materials: an emerging field
pt. 2. Conceptual and analytical frameworks for studying teachers' use of curriculum materials. The teacher-tool relationship: theorizing the design and use of curriculum materials
The role of mathematics curriculum materials in large-scale urban reform: an analysis of demands and opportunities for teacher learning
Understanding the role of the institutional context in the relationship between teachers and text
Considerations and limitations related to conceptualizing and measuring textbook intergrity
Part II Commentary: considering what we know about the relationship between teachers and curriculum materials
Part II Commentary: a curriculum decision-maker's perspective on conceptual and analytical frameworks for studying teacher's use of curriculum materials
pt. 3. Understanding the relationships among teachers, mathematics curriculum materials, and the enacted curriculum. How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?
On the unique relationship between teacher research and commercial mathematics curriculum development
Negotiating the "presence of the text": how might teachers' language choices influence the positioning of the textbook?
Similarities and differences in the types of algebraic activities in two classes taught by the same teacher
High school teachers as negotiators between curriculum intentions and enactment: the dynamics of mathematics curriculum development
Part III Commentary: who knows best? Tales of ordination, subordination, and insubordination
Part III Contemporary: teachers and the enacted curriculum
pt. 4. Teachers' use of curriculum material at different stages of implementation and at different points on the professional continuum. Factors influencing student teachers' use of mathematics curriculum materials
Beginning teachers' concerns regarding the adoption of new mathematics curriculum materials
Exploring the curriculum implementation plateau: an instructional perspective
Part IV Commentary: considering the confounding nature of teachers' use of curriculum materials
Part IV Commentary: use of curriculum materials at different points on the professional continuum
pt. 5. Teacher learning through and in relation to the use of curriculum materials. Negotiating the literacy demands of standards-based curriculum materials: a site for teachers' learning
Middle school mathematics teachers' use of curricular reasoning in a collaborative professional development project
Developing curriculum vision and trust: changes in teachers' curriculum strategies
Part V Commentary: development of teaching through research into teachers' use of mathematics curriculum materials and relationships between teachers and curriculum
Part V Commentary: what does it take to learn from and through curriculum materials?
pt. 2. Conceptual and analytical frameworks for studying teachers' use of curriculum materials. The teacher-tool relationship: theorizing the design and use of curriculum materials
The role of mathematics curriculum materials in large-scale urban reform: an analysis of demands and opportunities for teacher learning
Understanding the role of the institutional context in the relationship between teachers and text
Considerations and limitations related to conceptualizing and measuring textbook intergrity
Part II Commentary: considering what we know about the relationship between teachers and curriculum materials
Part II Commentary: a curriculum decision-maker's perspective on conceptual and analytical frameworks for studying teacher's use of curriculum materials
pt. 3. Understanding the relationships among teachers, mathematics curriculum materials, and the enacted curriculum. How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?
On the unique relationship between teacher research and commercial mathematics curriculum development
Negotiating the "presence of the text": how might teachers' language choices influence the positioning of the textbook?
Similarities and differences in the types of algebraic activities in two classes taught by the same teacher
High school teachers as negotiators between curriculum intentions and enactment: the dynamics of mathematics curriculum development
Part III Commentary: who knows best? Tales of ordination, subordination, and insubordination
Part III Contemporary: teachers and the enacted curriculum
pt. 4. Teachers' use of curriculum material at different stages of implementation and at different points on the professional continuum. Factors influencing student teachers' use of mathematics curriculum materials
Beginning teachers' concerns regarding the adoption of new mathematics curriculum materials
Exploring the curriculum implementation plateau: an instructional perspective
Part IV Commentary: considering the confounding nature of teachers' use of curriculum materials
Part IV Commentary: use of curriculum materials at different points on the professional continuum
pt. 5. Teacher learning through and in relation to the use of curriculum materials. Negotiating the literacy demands of standards-based curriculum materials: a site for teachers' learning
Middle school mathematics teachers' use of curricular reasoning in a collaborative professional development project
Developing curriculum vision and trust: changes in teachers' curriculum strategies
Part V Commentary: development of teaching through research into teachers' use of mathematics curriculum materials and relationships between teachers and curriculum
Part V Commentary: what does it take to learn from and through curriculum materials?