Elementary Mathematics Curriculum Materials

Designs for Student Learning and Teacher Enactment

  • Janine T. Remillard
  • Ok-Kyeong Kim

Part of the Research in Mathematics Education book series (RME)

Table of contents

  1. Front Matter
    Pages i-xx
  2. Janine T. Remillard, Ok-Kyeong Kim
    Pages 1-25
  3. Designing Opportunities for Student Learning

    1. Front Matter
      Pages 27-27
    2. Ok-Kyeong Kim, Janine T. Remillard
      Pages 29-65
    3. Janine T. Remillard, Ok-Kyeong Kim, Rowan Machalow
      Pages 67-107
  4. How Curriculum Authors Communicate with Teachers

    1. Front Matter
      Pages 139-139
    2. Ok-Kyeong Kim, Janine T. Remillard
      Pages 161-194
    3. Rowan Machalow, Janine T. Remillard, Hendrik Van Steenbrugge, Ok-Kyeong Kim
      Pages 195-226
    4. Luke T. Reinke, Janine T. Remillard, Ok-Kyeong Kim
      Pages 227-256
  5. Synthesis and Commentary

    1. Front Matter
      Pages 257-257
    2. Kirsti Hemmi
      Pages 287-295
  6. Back Matter
    Pages 297-321

About this book


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 perspectives comprise a framework for examining what curriculum materials are comprised of, what is involved in reading and interpreting them, and how curriculum authors can and do support teachers in this process. Although the focus of the analysis is 5 programs used at a particular point in time, this framework extends beyond these specific programs and illuminates the complexity of curriculum materials and their role in teaching in general. Our analysis of the mathematical emphasis considers how the mathematics content is presented in each program, in terms of sequencing, the nature of mathematical tasks (cognitive demand and ongoing practice), and the way representations are used. Our analysis of the pedagogical approach examines explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how curriculum authors support teachers, we analyze how they communicate with teachers and what they communicate about, including the underlying mathematics, noticing student thinking, and rationale for design elements. The volume includes a chapter on curriculum design decisions based on interviews with curriculum authors.
  • 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.


Curriculum Curriculum analysis Elementary Mathematics Teachers Curriculum use Teaching guides Design rationale Design transparency Mathematical support Pedagogical support Student thinking Educative curriculum feature

Authors and affiliations

  • Janine T. Remillard
    • 1
  • Ok-Kyeong Kim
    • 2
  1. 1.Graduate School of EducationUniversity of PennsylvaniaPhiladelphiaUSA
  2. 2.Department of MathematicsWestern Michigan UniversityKalamazooUSA

Bibliographic information

  • DOI
  • Copyright Information Springer Nature Switzerland AG 2020
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-38587-3
  • Online ISBN 978-3-030-38588-0
  • Series Print ISSN 2570-4729
  • Series Online ISSN 2570-4737
  • Buy this book on publisher's site