Using curriculum-specific tools for measuring fidelity of implementation is an essential yet often overlooked aspect of examining relationships among textbooks, teaching, and student learning. This "Brief Report" describes the variety of ways that curriculum implementation is measured and argues that there is an urgent need to develop…

Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine…

Government agencies and members of the educational research community have petitioned for research-based curricula. The ambiguity of the phrase "research-based", however, undermines attempts to create a shared research foundation for the development of, and informed choices about, classroom curricula. This article presents a framework…

Research on curricular choices has attracted widespread attention and merits increased investment by the research community. Multiple studies, publications, conferences, and a multicampus center (The Show-Me Project, n.d.) speak to the need to discuss what is taught in the classrooms and to whom, how, and when. Since the 1990s, with the creation…

Presents an alternative to the research-development-diffusion model of mathematics education based on an integration of curriculum research and design embedded in educational development. Explicates the characteristics of developmental research and discusses its methodological aspects. (53 references) (Author/MKR)

Begins with an overview of the constructivist perspective and the pedagogical theory development upon which a constructivist teaching experiment with 20 prospective elementary teachers was based. Derives a theoretical framework for mathematics pedagogy with a focus on decisions about content and mathematical tasks. (49 references) (Author/DDD)