Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform

References

• Ball, D. L. (1991). Research on teaching mathematics: Making subject‐matter knowledge part of the equation. In J. Brophy (Ed.), Advances in research on teaching, Vol. 2 (pp. 1–48). Greenwich, CT: JAI Press.
   Google Scholar
• Ball, D. L.. (1997). Developing mathematics reform: What don't we know about teacher learning—but would make good working hypotheses. In S. N. Friel & G. W. Bright (Eds.), Reflecting on our work: NSF teacher enhancement in K–6 mathematics (pp. 77–111). Lanham, MD: University Press of America.
   Google Scholar
• Ball, D. L.. (2001). Teaching, with respect to mathematics and students. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 11–22). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8, 14.
   Google Scholar
• Ben‐Peretz, M. (1990). The teacher‐curriculum encounter: Freeing teachers from the tyranny of texts. Albany: State University of New York Press.
   Google Scholar
• Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
   Google Scholar
• Casey, K. (1993). I answer with my life: Life histories of women teachers working for social change. New York: Routledge.
   Google Scholar
• Chapman, O. (1997). Metaphors in the teaching of mathematical problem solving. Educational Studies in Mathematics, 32, 201–228.
   Google Scholar
• Clandinin, D. J., & Connelly, F. M. (1998). Stories to live by: Narrative understandings of school reform. Curriculum Inquiry, 28(2), 149–164.
   Google Scholar
• Clandinin, D. J., & Connelly, F. M.. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey‐Bass.
   Google Scholar
• Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press.
   Google Scholar
• Craig, C. J. (2001). The relationships between and among teachers' narrative knowledge, communities of knowing, and school reform: A case of “The Monkey's Paw. Curriculum Inquiry, 31(3), 303–331.
   Google Scholar
• Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14.
   Google Scholar
• Drake, C. (2002). Experience counts: Career stage and teachers' responses to mathematics education reform. Educational Policy, 16(2), 311–337.
   Google Scholar
• Drake, C.. (in press). Turning points: Using mathematics life stories to understand the implementation of mathematics education reform. Journal of Mathematics Teacher Education.
   Google Scholar
• Drake, C., & Sherin, M. G. (2002, April). Changing models of curriculum use. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
   Google Scholar
• Drake, C., Spillane, J. P., & Hufferd‐Ackles, K. (2001). Storied identities: Teacher learning and subject matter context. Journal of Curriculum Studies, 33(1), 1–23.
   Google Scholar
• Educational Evaluation and Policy Analysis. (1990). Volume 12(3), entire issue.
   Google Scholar
• Friesen, S., Clifford, P., & Jardine, D. W. (1998). Meditations on classroom community, memory, and the intergenerational character of mathematical truth. Journal of Curriculum Theorizing, 14(3), 6–11.
   Google Scholar
• Fuson, K. C. (2000). Children's Math Worlds. Unpublished curriculum. Northwestern University, Evanston, IL.
   Google Scholar
• Fuson, K. C., De La Cruz, Y., Lo Cicero, A. M., et al. (2000). Blending the best of the 20th century to achieve a mathematics equity pedagogy in the 21st century. In M. Burke(Ed.), Learning mathematics for a new century, 2000 yearbook of the NCTM (pp. 197–212). Reston, VA: NCTM.
   Google Scholar
• Fuson, K. C., Smith, S. T., & Lo Cicero, A. (1997). Supporting Latino first‐graders' ten‐structured thinking in urban classrooms. Journal for Research in Mathematics Education, 28(6), 738–766.
   Google Scholar
• Heaton, R. M. (2000). Teaching mathematics to the new standards: Relearning the dance. New York: Teachers College Press.
   Google Scholar
• Hufferd‐Ackles, K. (1999). Learning by all in a math‐talk learning community. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.
   Google Scholar
• Hufferd‐Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math‐talk learning community. Journal for Research in Mathematics Education, 35(2), 81–116.
   Google Scholar
• Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and Instruction, 3, 305–342.
   Google Scholar
• Langness, L. L., & Frank, G. (1981). Lives: An anthropological approach to biography. Novato, CA: Chandler & Sharp.
   Google Scholar
• LoPresto, K., & Drake, C. (2005). What's your (mathematics) story? Teaching Children Mathematics, 11(5), 266–271.
   Google Scholar
• McAdams, D. P. (1993). The stories we live by: Personal myths and the making of self. New York: Guilford Press.
   Google Scholar
• McLaughlin, M. W. (1976). Implementation as mutual adaptation: Change in classroom organization. Teachers College Record, 77(3), 339–351.
   Google Scholar
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
   Google Scholar
• Remillard, J. T. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development. Curriculum Inquiry, 29(3), 315–342.
   Google Scholar
• Remillard, J. T.. (2000). Can curriculum materials support teachers' learning? Two fourth‐grade teachers' use of a new mathematics text. The Elementary School Journal, 100(4), 331–350.
   Google Scholar
• Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352–388.
   Google Scholar
• Schifter, D. (Ed.). (1996). What's happening in math class?, Volume 1: Envisioning new practices through teacher narratives. New York: Teachers College Press.
   Google Scholar
• Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.
   Google Scholar
• Sherin, M. G. (2002). When teaching becomes learning. Cognition and Instruction, 20(2), 119–150.
   Google Scholar
• Sherin, M. G., & Drake, C. (2000). Models of curriculum use in the context of mathematics education reform. In M. L. Fernandez (Ed.), Proceedings of the twenty‐second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 667–672). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
   Google Scholar
• Simmt, E. (1998). The fractal nature of a mother and son's mathematics knowing. Journal of Curriculum Theorizing, 14(3), 12–20.
   Google Scholar
• Spillane, J. P. (2001). All students: Policy, practitioners, and practice. In S. Fuhrman (Ed.), National Society for the Study of Education (NSSE) Yearbook (pp. 217–241). Chicago: University of Chicago Press.
   Google Scholar
• Thompson, A. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.
   Google Scholar
• Weick, K. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.
   Google Scholar