Janine T. Remillard is Associate Professor of Education and Chair, Foundations and Practices of Education Division, Graduate School of Education, University of Pennsylvania.Beth A. Herbel-Eisenmann is Assistant Professor of Teacher Education, Michigan State University.Gwendolyn M. Lloyd is Professor, Department of Mathematics, Virginia Tech.

"You may be wondering why Routledge has elected to reprint in paperback form and TCR has chosen to do a review on a book first published in 2009. It doesn’t take the reader long to figure out why: The message of this text is more relevant and important today than it was in 2009. (And it should be noted that the text was timely and important in 2009!)"—Teachers College Record

• Part I: Introduction1. Teachers’ Use of Curriculum Materials: An Emerging FieldGwendolyn M. Lloyd, Janine T. Remillard, and Beth A. Herbel-Eisenmann Part II: Conceptual and Analytical Frameworks for Studying Teachers’ Use of Curriculum Materials2. The Teacher-Tool Relationship: Theorizing the Design and Use of Curriculum Materials Matthew W. Brown 3. The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher LearningMary Kay Stein, Gooyeon Kim4. Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text Kay McClain, Qing Zhao, Jana Visnovska, and Erik Bowen 5. Considerations and Limitations Related to Conceptualizing and Measuring Textbook IntegrityKathryn B. Chval, Óscar Chávez, Barbara J. Reys, and James Tarr6. Part II Commentary: Considering What We Know about the Relationship between Teachers and Curriculum MaterialsJanine T. Remillard7. Part II Commentary: A Curriculum Decision-Maker’s Perspective on Conceptual and Analytical Frameworks for Studying Teachers’ Use of Curriculum MaterialsMatthew R. LarsonPart III: Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum 8. How Can Curriculum Materials Support Teachers in Pursuing Student Thinking During Whole-Group Discussions? Theresa J. Grant, Kate Kline, Carol Crumbaugh, Ok-Kyeong Kim, and Nesrin Cengiz9. On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development The El Barrio-Hunter College PDS Partnership Writing Collective 10. Negotiating the "Presence of the Text": How Might Teachers’ Language Choices Influence the Positioning of the Textbook? Beth A. Herbel-Eisenmann11. Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same TeacherTammy Eisenmann and Ruhama Even 12. High School Teachers as Negotiators Between Curriculum Intentions and Enactment: The Dynamics of Mathematics Curriculum Development Steven W. Ziebarth, Eric W. Hart, Robin Marcus, Beth Ritsema, Harold L. Schoen, and Rebecca Walker13. Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and InsubordinationDavid Pimm14. Part III Commentary: Teachers and the Enacted Curriculum Marty J. Schnepp Part IV: Teachers’ Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum 15. Factors Influencing Student Teachers' Use of Mathematics Curriculum MaterialsStephanie L. Behm and Gwendolyn M. Lloyd16. Beginning Teachers’ Concerns Regarding the Adoption of New Mathematics Curriculum MaterialsConstantinos Christou, Maria Eliophotou Menon, and George Philippou17. Exploring the Curriculum Implementation Plateau: An Instructional PerspectiveEdward A. Silver, Hala Ghousseini, Charalambos Y. Charalambous, and Valerie Mills 18. Part IV Commentary: Considering the Confounding Nature of Teachers’ Use of Curriculum MaterialsThomas J. Cooney19. Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional ContinuumEileen PhillipsPart V: Teacher Learning through and in Relation to the Use of Curriculum Materials20. Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' LearningHelen M. Doerr and Kelly Chandler-Olcott21. Middle School Mathematics Teachers’ Use of Curricular Reasoning in a Collaborative Professional Development ProjectAmy Roth McDuffie and Martha Mather22. Developing Curriculum Vision and Trust: Changes in Teachers’ Curriculum StrategiesCorey Drake and Miriam Gamoran Sherin23. Part V Commentary: Development of Teaching Through Research into Teachers’ Use of Mathematics Curriculum Materials and Relationships Between Teachers and CurriculumBarbara Jaworski24. Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials? Linda Davenport