Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Curriculum Materials

By Cynthia Nicol, Sandra Crespo. 2006

200 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e78b7074894f39747ea08b04d3b04c0fd6f1104b

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Citations in the corpus

Conceptualising Teachers’ Mathematical Knowledge in Teaching (2011, methodology): “ers interpret and use mathematics textbooks, Nicol and Crespo (2006) show that teachers have various approaches to using textbooks, ranging from adherence (the textbook is seen as authority), elaboration (the textbook is seen as the main resource,”
Tasks that may occasion mathematical creativity: teachers’ choices (2013, background): “Analyzing texts during professional development can also help raise further questions (Nicol and Crespo 2006), including questions related to implementation.”
Making Connections in Practice (2013, background): “Other studies have noted that teachers do draw on children’s home and community experiences as they are planning mathematics lessons, but the connections they make are often superficial ones, changing names in problems, and adjusting contexts to reflect students’ interests (Nicol & Crespo, 2006).”
Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge (2012, background): “Still others struggle with addressing weaknesses, making superficial changes that do not address the weaknesses or unproductive changes that distort the point of the materials (Ball & Feiman-Nemser, 1988; Grossman & Thompson, 2008; Nicol & Crespo, 2006).”
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “Nicol and Crespo (2006) examined how four PSTs selected and adapted tasks from mathematics textbooks, including adaptations that reflected ideas about CMT and CFoK.”
Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum (2009, background): “Although the focus of this paper is teachers’ use of a mathematics curriculum, we draw from related literature in a variety of disciplines including mathematics (Lloyd 1999 , Remillard and Bryans 2004 , Nicol and Crespo 2006 ), reading (Barr and Sadow 1989 , Grossman and Thompson 2002 ), scienc”