Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning

By Janine Remillard, Martha B. Bryans. 2004

397 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/803db7881e7c40399581bb61eed143db20dd2452

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In Education

Citations in the corpus

Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate (2007, background): “…of instructional materials to student teachers and beginning teachers who, typically lacking curricular repertoires of their own, seem to appreciate explicit guidance about what and how to teach (Ball & Feiman-Nemser, 1988; Kauffman, Johnson, Kardos, Liu, & Peske, 2002; Remillard & Bryans, 2004).”
The Impact of Professional Noticing on Teachers' Adaptations of Challenging Tasks (2011, background): “…encounters with curriculum materials that emphasize the use of complex tasks—intended to be enacted at a high level of cognitive demand—shows that teachers do not always enact them in ways that engage students with the full complexity of the tasks (e.g., Collopy, 2003; Remillard & Bryans, 2004).”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, background): “2009), orientations toward their curriculum (Remillard and Bryans 2004), beliefs (Remillard 1999, Collopy 2003), collaboration and reflection on practice (Clarke 1997, McDuffie and Mather 2009), and development of skills for successfully facilitating student work on rich mathematical tasks (Putnam 2”
Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of Reform Mathematics Curriculum (2015, background): “Moreover, it is important to understand the extent to which teachers’ conceptions of mathematics teaching and learning align with the ideas about teaching and learning underlying the curriculum (Manouchehri & Goodman, 1998; Remillard & Bryans, 2004).”
Connecting changes in secondary mathematics teachers’ knowledge to their experiences in a professional development workshop (2013, background): “teachers often rely on instructional materials to provide and sequence instructional tasks, adhering to the tasks in their textbooks or to lists of skills and concepts they need to ‘‘cover’’ (Grouws et al. 2004; Remillard and Bryans 2004).”
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005, background): “Remillard and Bryans (2004) found that teachers’ stances on what curriculum materials are and what they represent as resources for teachers influenced the way they used Standards-based materials more than the extent to which the materials matched the teacher’s beliefs about mathematics.”
Learned adaptations: Teachers’ understanding and use of curriculum resources (2011, background): “Drake and Sherin note in ways similar to that of Remillard and Bryans (2004) how teachers’ use of curriculum materials changed as a result of enacting the materials, particularly for teachers who developed an understanding of how mathematical ideas developed over instructional sequences in the…”
Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues (2012, background): “…point out, this phenomenon is not news to most studying the contribution of curriculum materials to instruction; in fact, the literature is rife with examples illustrating that teacher dispositions matter in implementing reform-oriented curricula (e.g. Collopy 2003, Remillard and Bryans 2004).”
Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice (2018, background): “contexts such as professional learning arising from teachers’ uses of mathematics curriculum materials (Remillard and Bryans 2004).”
The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses (2013, background): “…textbook “use,” teachers are active developers of the enacted curriculum, which is shaped by their experiences, knowledge, beliefs, and classroom characteristics (Ball & Cohen, 1996; Remillard & Bryans, 2004; Stein & Kaufman, 2010; Stein et al., 2007; Tarr et al., 2006; Thompson & Senk, 2010).”