1 |
Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17-36). New York, NY: Routledge.
|
2 |
Charalambous, C. Y. & Hill, H. C. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Journal of Curriculum Studies, 44(4), 443-466.
DOI
|
3 |
Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning. Elementary School Journal 103, 287-311.
DOI
|
4 |
Cooney, T. J., Beckmann, S., & Lloyd, G. M. (2010). Developing essential understanding of functions for teaching mathematics in grades 9-12. Reston, VA: National Council of Teachers of Mahtematics.
|
5 |
Ministry of Education, Science, and Technology (2010). Major business plan of MEST for 2011. Retrieved from http://if-blog.tistory.com/939.
|
6 |
Dietiler, L., Males, L. M., Amador, J. M., & Earnest, D. (2018). Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials. Journal for Research in Mathematics Education. 49(5), 521-532.
DOI
|
7 |
Hill, H. C., & Charalambous, C. Y. (2012) Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Journal of Curriculum Studies, 44(4), 559-576.
DOI
|
8 |
Doyle, W. (1983). Academic Work. Review of Educational Research, 53(2), 159-199.
DOI
|
9 |
Grouws, D. A., Tarr, J. E., Chavez, O., Sears, R., Soria, V. M., & Taylan, R. D. (2013). Curriculum and implementation effects on high school students' mathematics learning from curricula representing subject-specific and integrated content organizations. Journal for Research in Mathematics Education, 44, 416-463.
DOI
|
10 |
Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28, 524-549.
DOI
|
11 |
Hong, C. J, & Kim, G. (2012). Functions in the middle school mathematics: The cognitive demand of the mathematical tasks. School Mathematics, 14(2), 213-232.
|
12 |
Kilpatrick, J. (2003). What works? In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 471-493). Mahwah, NJ: Lawrence Erlbaum.
|
13 |
Kwon, H., & Kim, G. (2021). A comparative analysis of mathematical tasks in middle-school geometry of Korea and the US. Journal of Leaner-Centered Curriculum and Instruction, 21(3), 1531-1557.
|
14 |
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). Adding it up: Helping children learn mathematics. Washington, DC.: National Research Council.
|
15 |
Kim, G. (2011). How teachers use mathematics curriculum materials in planning and implementing mathematics lessons. School Mathematics, 13(4), 485-500.
|
16 |
Kim, G. & Jeon, M. (2017a). Exploring mathematics teachers' pedagogical design capacity: How mathematics teachers plan and design their mathematics lessons.. The Mathematical Education, 56(4), 365-385.
DOI
|
17 |
Kim, G. & Jeon, M. (2017b). Exploring how middle-school mathematics textbooks on functions provide students an opportunity-to-learn. School Mathematics 19(2), 289-317.
|
18 |
Kim, M. (2013). Secondary mathematics teachers' use of mathematics textbooks and teacher's guide. School Mathematics 16(3), 503-531.
|
19 |
Kwon, J. & Kim, G. (2013). An analysis of mathematical tasks in the middle school geometry. The Mathematical Education, 52(1), 111-128.
DOI
|
20 |
Lee, H. L. & Kim, G. (2013). Pre-service secondary mathematics teachers' understanding and modifications of tasks in mathematics textbooks. Journal of Educational Research in Mathematics, 23(3), 353-371.
|
21 |
Lee, S., & Kim, G. (2019). How middle-school mathematics textbooks of Korea and the US support to develop students' statistical reasoning. The Mathematical Education, 58(1), 139-160.
DOI
|
22 |
Lloyd, G. M. (2008). Teaching mathematics with a new curriculum: Changes to classroom organization and interactions. Mathematical Thinking and Learning 10, 163-195.
DOI
|
23 |
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
|
24 |
Lloyd, G. M., Remillard, J. T., Herbel-Eisenmann, B. A. (2009). Teachers' use of curriculum materials: An emerging field. In J. T. Remillard, B. A. Herbel-Eisenmann, G. M. Lloyd (Eds.), Mathematical teachers at work: Connecting curriculum materials and classroom instruction(pp. 3-14). New York: Routledge.
|
25 |
Marsh, C. (1992). Key concepts for understanding curriculum. London: Falmer Press. 박현주 역(1996). 교육과정 이해를 위한 주요 개념. 서울: 교육과학사.
|
26 |
Mun, J. & Kim, G. (2015). Measuring and analyzing teachers' mathematical knowledge for teaching[MKT] of functions. School Mathematics, 17(3), 469-492.
|
27 |
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
|
28 |
Reisman, A., & Fogo, B. (2016). Contributions of educative document-based curricular materials to quality of historical instruction. Teaching and Teacher Education, 59, 191-202.
DOI
|
29 |
Remillard, J. T. (2005). Examining key concepts in Research on Teachers' Use of Mathematics Curricula. Review of Educational Research, 75(2), 211-246.
DOI
|
30 |
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.
DOI
|
31 |
Reys, B. J., Reys, R. E., & Chavez, O. (2004). Why mathematics textbooks matter. Educational Leadership, 61(5), 61-66.
|
32 |
Stein, M. K., & Kim, G. (2009). The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning. In J. T. Remillard, B. A. Herbel-Esienmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 37-55). New York, NY: Routledge.
|
33 |
Senk, S. L., & Thompson, D. R. (2003). Middle school mathematics curriculum reform. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 181-191). Mahwah, NJ: Lawrence Erlbaum.
|
34 |
Silver, E. A., & Smith, M. S. (2015). Integrating powerful practices: Formative assessment and cognitively demanding mathematics tasks. In C. Suurtamm, & A. R. McDuffie (Eds.), Assessment to enhance teaching and learning (pp. 5-14). Reston, VA: National Council of Teachers of Mathematics.
|
35 |
Sleep, L. & Eskelson, S. L. (2012). MKT and curriculum materials are only part of the story: Insights from a lesson on fractions. Journal of Curriculum Studies, 44(4), 537-558.
DOI
|
36 |
Smith, M. S., & Stein. M. K. (1998). Selecting and creating mathematical: from research to practice, Mathematics Teaching in the Middle School, 3, 344-350.
DOI
|
37 |
Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning. An analysis of mathematical used in reform classrooms, American Educational Research Journal, 33, 455-488.
DOI
|
38 |
Stein, M. K., Kim, G., & Seely, M. (2006). The enactment of reform mathematics curricula in urban settings: A comparative analysis. Paper Presented At The Annual Meeting of the American Educational Research Association, San Francisco.
|
39 |
Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. (2000). Implementing Standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press.
|
40 |
Stein, M. K., Remillard, J. T., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed), Second handbook of research on mathematics teaching and learning (pp. 319-370). Charlotte, NC: Information Age.
|