ABSTRACT
Our chapter addresses an insufficiently considered aspect of the relationship between mathematics curriculum materials and teachers of mathematics: the place of teacher research in the development of commercial curriculum materials. We approach this issue not as disinterested truth-seekers, but as advocates of the stance that classroom teacher researchers should have influence into all aspects of such curriculum materials. We stake our case on the story of five years’ worth of teacher research into adapting the Everyday Mathematics (University of Chicago School Mathematics Project, 2004) materials for our children. The telling of this story occupies the heart and soul of our chapter.
