Since the publication of the NCTM Standards in 1989, which was followed by a new generation of curriculum development projects, the field has seen increasing interest in research on curriculum resources, how they are used by teachers and experienced by students, and the outcomes that they produce. Although some studies seek to draw direct lines between particular curriculum materials used and student outcomes, a majority of researchers argue that understanding whether and how teachers are implementing a given written curriculum resource1 with some measure of fidelity is necessary to determining its effects on learning (Stein, Remillard, & Smith, 2007). Over the last 2 decades, research has expanded to consider how teachers interpret, learn from, interact with, and generate curriculum resources. Over a similar timespan, the number and types of curriculum resources available to teachers have also expanded to include print, digital, and blended comprehensive curricula along with a slew of supplemental resources and tools available through the Internet.
Janine T. Remillard, Michael Manganello, and Amber Daniel
Janine T. Remillard and Martha B. Bryans
This study was prompted by the current availability of newly designed mathematics curriculum materials for elementary teachers. Seeking to understand the role that reform-oriented curricula might play in supporting teacher learning, we studied the ways in which 8 teachers in the same school used one such curriculum, Investigations in Number, Data, and Space (TERC, 1998). Findings revealed that teachers had orientations toward using curriculum materials that influenced the way they used them regardless of whether they agree with the mathematical vision within the materials. As a result, different uses of the curriculum led to different opportunities for student and teacher learning. Inexperienced teachers were most likely to take a piloting stance toward the curriculum and engage all of its resources fully. Findings suggest that reform efforts might include assisting teachers in examining unfamiliar curriculum resources and developing new approaches to using these materials.
Jonathan A. Supovitz, Caroline B. Ebby, Janine T. Remillard, and Robert Nathenson
In this article, we use a two-dimensional assessment to examine the experimental impacts of a mathematics learning trajectory–oriented formative assessment program on student strategies for problems involving multiplication and division. Working from the theory that the development of students’ multiplicative reasoning involves improvements in both problem-solving accuracy and sophistication of strategies used to solve problems, we designed an assessment instrument to measure both dimensions of student learning. The instrument was used to measure the impact of the Ongoing Assessment Project (OGAP), which develops teachers’ capacity to regularly assess student thinking in relation to a learning progression to develop instructional responses that are based on evidence of student thinking. The results showed significant impacts of OGAP on both students’ problem-solving accuracy and the sophistication of their strategy. The findings suggest that capturing both dimensions of students’ multiplicative reasoning offers important information for researchers and program designers who seek to understand different dimensions of student mathematics performance.