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Research in Mathematics Education

Elementary Mathematics Curriculum Materials

Designs for Student Learning and Teacher Enactment

Authors: Remillard, Janine, Kim, Ok-Kyeong

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  • Provides a comparative analysis of features (e.g., design rationale and anticipating student thinking) of elementary mathematics curricula
  • Analyzes written mathematics curriculum from the perspective of teacher use
  • Proposes a framework for examining components of mathematics curriculum materials
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eBook $89.00
price for USA in USD (gross)
  • ISBN 978-3-030-38588-0
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $119.99
price for USA in USD
  • ISBN 978-3-030-38587-3
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. These perspectives comprise a framework for examining what curriculum materials are comprised of, what is involved in reading and interpreting them, and how curriculum authors can and do support teachers in this process. Although the focus of the analysis is 5 programs used at a particular point in time, this framework extends beyond these specific programs and illuminates the complexity of curriculum materials and their role in teaching in general. Our analysis of the mathematical emphasis considers how the mathematics content is presented in each program, in terms of sequencing, the nature of mathematical tasks (cognitive demand and ongoing practice), and the way representations are used. Our analysis of the pedagogical approach examines explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how curriculum authors support teachers, we analyze how they communicate with teachers and what they communicate about, including the underlying mathematics, noticing student thinking, and rationale for design elements. The volume includes a chapter on curriculum design decisions based on interviews with curriculum authors.

About the authors

Dr. Janine Remillard is a Professor of mathematics education and the Faculty Director of Teacher Education at the University of Pennsylvania’s Graduate School of Education. Her research interests include teachers’ interactions with mathematics curriculum resources, mathematics teacher learning in urban classrooms, and teacher education. She is co-editor of the volume, Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. Remillard has undertaken research and development projects on teacher learning and development, curriculum use, and formative assessment. She is active in the mathematics education community in the U.S. and internationally, having chaired the U.S. National Commission on Mathematics Instruction, a commission of the National Academy of Sciences, Engineering, and Medicine, and served two terms on the board of the AERA SIG-Research in Mathematics Education. She is also involved in international, comparative research on mathematics curriculum, currently collaborating with researchers from Belgium, Sweden, and Finland.

Dr. Ok-Kyeong Kim is a Professor of mathematics education at Western Michigan University, USA. Kim has taught elementary school in South Korea, and preservice teachers in elementary and middle school levels in the United States. She has conducted research on teaching and learning of mathematics in elementary and middle school classrooms. She has also investigated developing and using mathematical thinking and reasoning in school and non-school settings. Dr. Kim’s current research centers on the role of teacher and curriculum resources in mathematics instruction and the relationship among teacher, curriculum, and instruction that supports students’ learning of mathematics. She is particularly interested in teacher knowledge and capacity needed for using curricular resources productively to teach mathematics, and curricular support for mathematics teaching and learning. Currently, she is designing and examining systematic ways that support preservice and inservice teachers to develop their knowledge and capacity to use curricular resources productively.

Table of contents (10 chapters)

Table of contents (10 chapters)
  • A Framework for Analyzing Elementary Mathematics Curriculum Materials

    Pages 1-25

    Remillard, Janine T. (et al.)

  • Examining the Mathematical Emphasis in Five Curriculum Programs

    Pages 29-65

    Kim, Ok-Kyeong (et al.)

  • Examining the Pedagogical Approaches in Five Curriculum Programs

    Pages 67-107

    Remillard, Janine T. (et al.)

  • Authors Retrospective Reflections on Designing Opportunities for Student Learning

    Pages 109-137

    Kim, Ok-Kyeong (et al.)

  • Beyond the Script: How Curriculum Authors Communicate with Teachers as Curriculum Enactors

    Pages 141-160

    Remillard, Janine T. (et al.)

Buy this book

eBook $89.00
price for USA in USD (gross)
  • ISBN 978-3-030-38588-0
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $119.99
price for USA in USD
  • ISBN 978-3-030-38587-3
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Elementary Mathematics Curriculum Materials
Book Subtitle
Designs for Student Learning and Teacher Enactment
Authors
Series Title
Research in Mathematics Education
Copyright
2020
Publisher
Springer International Publishing
Copyright Holder
Springer Nature Switzerland AG
eBook ISBN
978-3-030-38588-0
DOI
10.1007/978-3-030-38588-0
Hardcover ISBN
978-3-030-38587-3
Series ISSN
2570-4729
Edition Number
1
Number of Pages
XX, 321
Number of Illustrations
14 b/w illustrations, 47 illustrations in colour
Topics