Elementary Mathematics Curriculum Materials Designs for Student Lear
The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. These perspecti
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Janine T. Remillard Ok-Kyeong Kim
Elementary Mathematics Curriculum Materials Designs for Student Learning and Teacher Enactment With contributions by Kirsti Hemmi, Rowan Machalow, Luke Reinke and Hendrik Van Steenbrugge
Research in Mathematics Education Series Editors Jinfa Cai Newark, DE, USA James A. Middleton Tempe, AZ, USA
This series is designed to produce thematic volumes, allowing researchers to access numerous studies on a theme in a single, peer-reviewed source. Our intent for this series is to publish the latest research in the field in a timely fashion. This design is particularly geared toward highlighting the work of promising graduate students and junior faculty working in conjunction with senior scholars. The audience for this monograph series consists of those in the intersection between researchers and mathematics education leaders—people who need the highest quality research, methodological rigor, and potentially transformative implications ready at hand to help them make decisions regarding the improvement of teaching, learning, policy, and practice. With this vision, our mission of this book series is: (1) To support the sharing of critical research findings among members of the mathematics education community; (2) To support graduate students and junior faculty and induct them into the research community by pairing them with senior faculty in the production of the highest quality peer-reviewed research papers; and (3) To support the usefulness and widespread adoption of research-based innovation. More information about this series at http://www.springer.com/series/13030
Janine T. Remillard • Ok-Kyeong Kim
Elementary Mathematics Curriculum Materials Designs for Student Learning and Teacher Enactment With contributions by Kirsti Hemmi, Rowan Machalow, Luke Reinke and Hendrik Van Steenbrugge
Janine T. Remillard Graduate School of Education University of Pennsylvania Philadelphia, PA, USA
Ok-Kyeong Kim Department of Mathematics Western Michigan University Kalamazoo, MI, USA
ISSN 2570-4729 ISSN 2570-4737 (electronic) Research in Mathematics Education ISBN 978-3-030-38587-3 ISBN 978-3-030-38588-0 (eBook) https://doi.org/10.1007/978-3-030-38588-0 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that t
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