Although new teachers are often prepared to teach using reform practices, they may be given traditional curriculum materials. Learn how these traditional materials can be adapted to reflect reform practices and teaching goals.

Contributor Notes

Meghan Riling, mriling@bu.edu, is a doctoral student studying curriculum and teaching at Boston University in Massachusetts. Previously, she taught high school mathematics and computer science in the Boston area.

Leslie Dietiker, dietiker@bu.edu, is currently an assistant professor of mathematics education at Boston University, where she studies how mathematics curriculum can spark students' curiosity in and passion for mathematics. She taught high school mathematics for seventeen years in San Francisco, California and is the coauthor of seven middle and high school math textbooks.

(Corresponding author is Riling mriling@bu.edu)
(Corresponding author is Dietiker dietiker@bu.edu)
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The Mathematics Teacher
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