id: 05219468
dt: j
an: 2007e.00138
au: Tarr, James E.; Chavez, Oscar; Reys, Robert E.; Reys, Barbara J.
ti: From the written to the enacted curricula: the intermediary role of middle
school mathematics teachers in shaping studentsâ€™ opportunity to
learn.
so: Sch. Sci. Math. 106, No. 4, 191 (2006).
py: 2006
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: C73 D43 U23
ut: textbooks; teachers; achievement; middle school teachers; comparative
analysis
ci:
li: doi:10.1111/j.1949-8594.2006.tb18075.x
ab: Summary: In this paper is reported the extent of textbook use by 39 middle
school mathematics teachers in six states, 17 utilizing a textbook
series developed with funding from the National Science Foundation
(NSF-funded) and 22 using textbooks developed by commercial publishers
(publisher-generated). Results indicate that both sets of teachers
placed significantly higher emphasis on Number and Operation, often at
the expense of other content strands. Location of topics within a
textbook represented an oversimplified explanation of what mathematics
gets taught or omitted. Most teachers using an NSF-funded curriculum
taught content intended for students in a different (lower) grade, and
both sets of teachers supplemented with skill-building and "practice"
worksheets. Implications for documenting teachersâ€™ "fidelity of
implementation" (National Research Council, 2004) are offered.
(Contains 3 tables and 7 figures.) (ERIC)
rv: