Mathematics Teachers at Work (häftad)
Format
Häftad (Paperback / softback)
Språk
Engelska
Antal sidor
400
Utgivningsdatum
2011-08-12
Förlag
Routledge
Medarbetare
Herbel-Eisenmann, Beth A. / Lloyd, Gwendolyn M.
Illustratör/Fotograf
black and white 24 Tables
Illustrationer
24 Tables, black and white
Dimensioner
234 x 157 x 19 mm
Vikt
544 g
Antal komponenter
1
Komponenter
23:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on White w/Gloss Lam
ISBN
9780415899369
Mathematics Teachers at Work (häftad)

Mathematics Teachers at Work

Connecting Curriculum Materials and Classroom Instruction

Häftad Engelska, 2011-08-12
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This book compiles and synthesizes existing research on teachers' use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on - but not restricted to - those materials developed in the 1990s in response to the NCTM's Principles and Standards for School Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years and growing scholarly interest in their use, the book represents the first compilation of research on teachers and mathematics curriculum materials and the first volume with this focus in any content area in several decades.
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"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

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Övrig information

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.

Innehållsförteckning

Part I: Introduction 1. Teachers' Use of Curriculum Materials: An Emerging Field Gwendolyn M. Lloyd, Janine T. Remillard, and Beth A. Herbel-Eisenmann Part II: Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials 2. 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 Learning Mary Kay Stein, Gooyeon Kim 4. 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 Integrity Kathryn B. Chval, Oscar Chavez, Barbara J. Reys, and James Tarr 6. Part II Commentary: Considering What We Know about the Relationship between Teachers and Curriculum Materials Janine T. Remillard 7. Part II Commentary: A Curriculum Decision-Maker's Perspective on Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials Matthew R. Larson Part 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 Cengiz 9. 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-Eisenmann 11. Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher Tammy 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 Walker 13. Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and Insubordination David Pimm 14. 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 Materials Stephanie L. Behm and Gwendolyn M. Lloyd 16. Beginning Teachers' Concerns Regarding the Adoption of New Mathematics Curriculum Materials Constantinos Christou, Maria Eliophotou Menon, and George Philippou 17. Exploring the Curriculum Implementation Plateau: An Instructional Perspective Edward A. Silver, Hala Ghousseini, Charalambos Y. Charalambous, and Valerie Mills 18. Part IV Commentary: Considering the Confounding Nature of Teachers' Use of Curriculum Materials Thomas J. Cooney 19. Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional Continuum Eileen Phillips Part V: Teacher Learning through and in Relation to the Use of Curriculum Materials 20. Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' Learning Helen M. Doerr and Kelly Chandler-Olcott 21. Middle School Mathematics Teachers' Use of Curricular Reasoning in a Collaborative Professional Development Project Amy Roth McDuffie and Martha Mather 22. Developing Curriculum Vision and Trust: Changes in Teachers' Curriculum Strategies Corey Drake and Miriam Gamoran Sherin 23. Part V Commentary: Development of Teaching Through Research into Teachers' Use of Mathematics Curriculum Materials and Rel