ABSTRACT
What do we understand about the relationship between curriculum materials and teaching? Taken together, the chapters in this book offer new insights into how teachers interpret, use, respond to, and learn from mathematics curriculum materials as well as factors that influence their use. They also uncover questions that need further investigation. The chapters in Part II offer conceptual and methodological frameworks that can help the field interpret these findings and guide future research. To a large extent, the four chapters in this part of the book offer starting points in the development of much needed theory that can serve as a foundation for research on the relationships among teachers, teaching, and curriculum materials.
