The study of preservice elementary teachers' knowledge of fractions is important because
fractions are notoriously difficult to learn and teach. Unfortunately, studies of preservice …

The set of papers presented in this issue comprise a multiple-case study which attends to
instructional resources—teacher knowledge and curriculum materials—to understand how …

This study investigates how teacher attention to student thinking informs adaptations of
challenging tasks. Five teachers who had implemented challenging mathematics curriculum …

Eight middle school mathematics teachers' perceptions and uses of curriculum materials
and the Common Core State Standards for Mathematics (CCSSM) were investigated …

This study explores the extent to which a teacher elicited students' mathematical reasoning
through the use of challenging tasks and the role her knowledge played in doing so. I …

This study characterizes the teacher learning that stems from successive enactments of
innovative curriculum materials. This study conceptualizes and documents the formation of …

Using curriculum-specific tools for measuring fidelity of implementation is an essential yet
often overlooked aspect of examining relationships among textbooks, teaching, and student …

We describe two metaphors that we hope can be used to better understand the
contemporary mathematics curriculum context in US middle schools, to see how this new …

Transitions from middle school to high school mathematics programs can be problematic for
students due to potential differences between instructional approaches and curriculum …

Designers of curriculum materials have intentions, which are goals and visions for what will
happen in the classroom and the way that mathematics will be experienced by students and …