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.

Autorentext
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.

Inhalt
Introduction: Approaches to Curriculum Analysis from the Perspective of Teacher Use.- Conversations with Curriculum Authors: Retrospective Reflections.- Mathematical Emphasis in Curriculum Materials.- Pedagogical Emphasis in Curriculum Materials.- Implications for Teaching.- Beyond the Script: Educative Features.- Communication of Transparency and Rationale for Design.- Attending to Student Thinking.- Mathematics Communicated to Teachers.- Do Curriculum Materials Support Teacher Decision Making?.- Curriculum Design Implications and Future Directions.- Commentary. <p