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Remillard Janine T. (2005). « Examining key concepts in research on teachers’ use of mathematics curricula ». Review of Educational Research, vol. 75, n° 2, p. 211–246. ISSN 0034-6543, 1935-1046. En ligne : <>. 
Added by: Catherine Reverdy (03 Jul 2014 15:55:39 Europe/Paris)   Last edited by: Catherine Reverdy (23 Oct 2014 12:41:37 Europe/Paris)
Resource type: Journal Article
DOI: 10.3102/00346543075002211
ID no. (ISBN etc.): 0034-6543, 1935-1046
BibTeX citation key: Remillard2005
Categories: Enseignants
Subcategories: Ressources des enseignants
Keywords: contenus de l'éducation, mathématiques, pratique pédagogique, ressources pédagogiques
Creators: Remillard
Collection: Review of Educational Research
Views: 2590/2722
Views index: 28%
Popularity index: 7%
Studies of teachers’ use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review is to examine the ways that central constructs of this body of research—such as curriculum use, teaching, and curriculum materials—are conceptualized and to consider the impact of various conceptualizations on knowledge in the field. Drawing on the literature, the author offers a framework for characterizing and studying teachers’ interactions with curriculum materials.
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