ABSTRACT
The chapters in this book represent a growing body of scholarship in mathematics education and research on teaching that places teachers at the center of questions about the effects of curriculum materials on classroom instruction and student learning. Authors seek to understand what happens (for the teacher and the students) when teachers use curriculum programs, and why. An underlying assumption of this work is that teachers are central players in the process of transforming curriculum ideals, captured in the form of mathematical tasks, lesson plans and pedagogical recommendations, into real classroom events. What they do with curriculum resources matters. As a result, understanding what teachers do with mathematics curriculum materials and why, as well as how their choices influence classroom activity, is critical for informing ongoing work surrounding the development of new programs, their adoption in the world of practice, and what students learn as a result.
