Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula

Item

Title

Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula

Abstract/Description

Studies of teachers’ use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review is to examine the ways that central constructs of this body of research—such as curriculum use, teaching, and curriculum materials—are conceptualized and to consider the impact of various conceptualizations on knowledge in the field. Drawing on the literature, the author offers a framework for characterizing and studying teachers’ interactions with curriculum materials.

Author/creator

Remillard, Janine T.

Date

2005

In publication

Review of Educational Research

Volume

75

Issue

2

Pages

211-246

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Synthesis/Overview

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0034-6543

DOI

10.3102/00346543075002211

URL

Official Publisher's Webpage (SAGE Journals)

Full-text PDF Shared by Author (ResearchGate)

Citation

Remillard, J. T. (2005). Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula. Review of Educational Research, 75(2), 211–246. https://doi.org/10.3102/00346543075002211

Cited in

Classroom Teaching and Learning as the Focus for Improvement Research

Item sets

Open Access Resource (IRE)

Handbook Chapter 7 Citations

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