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
Date
In publication
Volume
75
Issue
2
Pages
211-246
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Synthesis/Overview
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0034-6543
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
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