Examining key concepts in research on teachers' use of mathematics curricula

• Published in: Review of educational research Vol. 75; no. 2; pp. 211 - 246
• Main Author: Remillard, Janine T
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA American Educational Research Association 01.06.2005; Sage Publications
• Subjects: Curricula; Curriculum; Curriculum design; Curriculum Research; Educational materials; Educational research; Educational Resources; Educational sciences; Einflussfaktor; Forschung; Instructional Materials; Interaktion; Konzeption; Lehrbuch; Lehrerheft; Lehrplan; Literaturdokumentation; Mathematics; Mathematics curricula; Mathematics Curriculum; Mathematics Education; Mathematics Materials; Mathematics teachers; Mathematikunterricht; Secondary school curricula; Teacher Characteristics; Teachers; Teaching; Teaching Methods; Text; Textbooks; Theories, epistemology; Unterrichtsmedien; USA; Use Studies; New York; United States > US; curriculum use; teaching; mathematics; curriculum materials; textbooks; Teaching materials; Conceptualization; Textbook; Mathematics; Reform; Teaching
• ISSN: 0034-6543; 1935-1046
• DOI: 10.3102/00346543075002211

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. (DIPF/Orig.).