Introduction: Approaches to Curriculum Analysis from the Perspective of Teacher Use -- Conversations with Curriculum Authors: Retrospective Reflections -- Mathematical Emphasis in Curriculum Materials -- Pedagogical Emphasis in Curriculum Materials -- Implications for Teaching -- Beyond the Script: Educative Features -- Communication of Transparency and Rationale for Design -- Attending to Student Thinking -- Mathematics Communicated to Teachers -- Do Curriculum Materials Support Teacher Decision Making? -- Curriculum Design Implications and Future Directions -- Commentary.

The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. These perspectives comprise a framework for examining what curriculum materials are comprised of, what is involved in reading and interpreting them, and how curriculum authors can and do support teachers in this process. Although the focus of the analysis is 5 programs used at a particular point in time, this framework extends beyond these specific programs and illuminates the complexity of curriculum materials and their role in teaching in general. Our analysis of the mathematical emphasis considers how the mathematics content is presented in each program, in terms of sequencing, the nature of mathematical tasks (cognitive demand and ongoing practice), and the way representations are used. Our analysis of the pedagogical approach examines explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how curriculum authors support teachers, we analyze how they communicate with teachers and what they communicate about, including the underlying mathematics, noticing student thinking, and rationale for design elements. The volume includes a chapter on curriculum design decisions based on interviews with curriculum authors. Provides a comparative analysis of features (e.g., design rationale and anticipating student thinking) of elementary mathematics curricula; Analyzes written mathematics curriculum from the perspective of teacher use; Proposes a framework for examining components of mathematics curriculum materials.