Curriculum Materials in Mathematics Education Reform
A Framework for Examining Teachers’ Curriculum Development
Bibliographic Data
| ID | 12010097 |
|---|---|
| Authors | Janine T Remillard (0000-0002-0865-387X, University of Pennsylvania, corresponding author) |
| Year | 1999 |
| Volume | 29 |
| Issue | 3 |
| Pages | 315-342 |
| Publication date | 1999-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/0362-6784.00130 |
| OpenAlex | W2131055692 |
| Language | EN |
| Citations received | 38 |
| References cited | 8 |
This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district (Remillard 1996). The aim of the study was to examine teachers' interactions with a new textbook in order to gain insight into the potential for curriculum materials to contribute to reform in mathematics teaching. The resulting model integrates research on teachers' use of curriculum materials (cf. Stodolsky 1989) and studies of teachers' construction of curriculum in their classrooms (cf. Doyle 1993). The model includes three arenas in which teachers engage in curriculum development: design, construction, and curriculum mapping. Each arena defines a particular realm of the curriculum development process about which teachers explicitly or implicitly make different types of decisions. The design arena involves selecting and designing mathematical tasks. The construction arena involves enacting these tasks in the classroom and responding to students' encounters with them. The curriculum mapping arena involves determining the organization and content of the entire curriculum into which daily events fit. Through articulating each piece of the model, the author highlights the complex and multidimensional nature of teachers' curriculum processes, identifies significant characteristics of each arena that have implications for textbook use and instructional change, and indicates areas that call for further understanding and research
Connected Mathematics · Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Emergent curriculum · Mathematics education · Pedagogy · Political science · Process (computing · Qualitative research · Realm · Reform mathematics · Social science · Sociology · Collaborative Teaching and Inclusion · Computer Science · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Conceptualizing the curriculum enactment process in mathematics education
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
The influence of teachers’ dispositions on their use of mathematical problem-solving tasks
Scaffolding middle school mathematics curricula with large language models
How and why instructors use open access lessons
From classroom to community
Supporting Preservice Teachers in Analyzing Curriculum Materials
İlkokul Öğrenci Ders ve Çalışma Kitaplarının Sınıf Öğretmenlerinin Görüşlerine Göre İncelenmesi
Examining relevance in pre-service science teachers’ lesson plans
Classroom orchestration of computer simulations for science and engineering learning
The possibilities and pitfalls of curricular autonomy and curricular prescription
A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit
Leveraging curricular and students' resources to instigate and sustain problematizing
Revisiting the Teacher‐Curriculum Relationship
Teachers' Pedagogical Reasoning and Students' Three‐Dimensional Learning
Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit
Uncovering the pedagogical potential of texts
‘Adding flame to the torch’
Revisiting Curriculum Potential
Using Educative Curriculum Materials to Support Preservice Elementary Teachers’ Curricular Planning
Practicing Change
Developing Preservice Elementary Teachers’ Pedagogical Design Capacity for Reform‐Based Curriculum Design
Understanding the role of learning and teaching support materials in enabling learning for all
Reasoning and Proof in Algebra
Teacher-driven curriculum development at the classroom level
Studying the classroom implementation of tasks
Understanding pedagogical design capacity through teachers’ narratives
Contributions of educative document-based curricular materials to quality of historical instruction
Classroom-level curriculum development
Disentangling language from disability
Examining pre-service elementary mathematics teachers' reading of educative curriculum materials
Lesson Plans and the Contingency of Classroom Interactions
Alignment and Accountability in Policy Design and Implementation
Designing Educative Curriculum Materials to Promote Teacher Learning
Using Educative Curriculum Materials to Support the Development of Prospective Teachers’ Knowledge
Changing Classroom Practice Through the English National Literacy Strategy
Educational Reform, Personal Practical Theories, and Dissatisfaction
The piece that we were looking for
| Unique citing works | 38 |
|---|---|
| Citations per year | 1,65 |
| Citation span | 2003 - 2026 (24) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 38 |