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

By Janine Remillard. 2005

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Citations in the corpus

Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…and Franke 2004, Gillies and Khan 2009, Gillies and Haynes 2011), curriculum, development, enactment and implementation (for example, Collopy 2003, Remillard 2000, 2005, Seymour and Lehrer 2006) and teacher professional collaborations and communities (for example, Borko et al. 2000, Timperley…”
Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge (2012, background): “Curriculum materials play an active role in mediating this participatory relationship by enabling and constraining teachers’ curricular decision making (Brown, 2009; Remillard, 2005).”
Tasks that may occasion mathematical creativity: teachers’ choices (2013, background): “Reverting back to the teacher who chooses which mathematical tasks to implement, studies have shown that even when teachers are given curriculum materials, they may choose whether or not to implement them (Remillard 2005).”
Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale (2013, background): “However, the findings of a number of studies of policy implementation and of teaching indicate that practitioners often assimilate new tools into their current instructional practices rather than reorganize their practices as intended (Cohen & Hill, 2000; Remillard, 2005; Spillane, 1999).”
The influence of video clubs on teachers’ thinking and practice (2010, background): “Using new mathematics curriculum materials has been found to be quite challenging for teachers, and teachers do not always use such materials as intended (Remillard 2005).”
Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate (2007, background): “…(Sosniak & Stodolsky, 1993; Spillane, 2000), research about the tremendous variations in individual teachers’ 332 Journal of Teacher Education, Vol. 58, No. 4, September/October 2007 use of mathematics textbooks brings into question the possibility of curricular fidelity (Remillard, 2005).”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “Teachers are active agents in real-time, classroom-based curriculum design (Brown and Edelson 2003; Remillard 2005).”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, methodology): “Following Remillard (2005), we view instructional quality as shaped by the interactions between teacher and curriculum resources (see Figure 1).”
Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues (2012, methodology): “Both are considered prime resources for teaching mathematics (Ball and Cohen 1996, Cohen et al. 2003) and both are thought to leave a significant mark on the quality of instruction (Remillard 2005, Stein et al. 2007).”
The Impact of Middle-Grades Mathematics Curricula and the Classroom Learning Environment on Student Achievement. (2008, background): “Variation in implementation of curricular materials is cited as a factor that is likely to contribute to mediation of the impact of textbooks on student learning (Briars, 2001; Remillard, 2005; Huntley et al., 2000; Schoenfeld, 2000; Tarr, Chávez, Reys, & Reys, 2006).”
Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, methodology): “These groups of variables are consistent with theoretical models of the teacher–curriculum relationship that foreground dynamic interactions teachers have with curriculum materials based on their own views and features of the curriculum materials themselves (Remillard, 2005).”
Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans (2013, background): “…and beliefs, orientations, personal identities, and local contexts, influence the ways in which teachers read, interpret, and eventually implement curricula (Drake & Sherin, 2006; Forbes & Davis, 2010; Lloyd, 1999; Pintó, 2005; Remillard, 1999, 2005; Valencia, Place, Martin, & Grossman, 2006).”
Digital curriculum resources in mathematics education: foundations for change (2017, background): “, Artigue 2011; Gravemeijer and Cobb 2006); (2) the interpretation of and participation with resources (e.g., Brown 2002; Remillard 2005); and (3) the Documentational Approach (Gueudet et al.”
The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation (2009, background): “As such, our findings reinforce the hypothesis that inquiry-based teaching can be supported by research-based curriculum materials (Brown & Edelson, 2003; Davis & Krajcik, 2005; Remillard, 2005).”
Textbook research in mathematics education: development status and directions (2013, background): “Remillard (2005) emphasized that how teachers interact with curricular resources is critical to understanding their use of curriculum resources, for which she proposed a framework centring teachers’ interactions with curriculum materials (also see Remillard 1999).”