The work of the ICUBiT project builds on previous research on teacher knowledge and capacity, teachers' use of curriculum materials, curriculum analysis, and tools to study teacher curriculum use and classroom practice. The primary resources used by the project are listed below.

Teacher knowledge

Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90, 449-466.

Ball, D. L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group. Edmonton, AB: CMESG/GCEDM.

Ball, D. L., Lubienski, S. T., & D. S. Mewborn. (2003). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). New York: Macmillan.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389-407.

Carter, K. (1990). Teachers' Knowledge and Learning to Teach. In W. R. Houston, M. Haberman, & J. P. Silkula (Eds.), Handbook of research on teacher education. New York: Macmillan.

Grossman, P. L. & Richert, A. E. (1988). Unacknowledged Knowledge Growth: A Re-examination of the Effects of Teacher Education. Teaching and Teacher Education, 4(1), 53-62.

Grossman, P. (1991). Mapping the terrain: Knowledge growth in teaching. In H. C. Waxman & H. J. Walberg (Eds.), Effective teaching: Current research (pp. 203-215). Berkeley, CA: McCutchan.

Hill, H., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for Research in Mathematics Education, 35, 330-351.

Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers. Journal for Research in Mathematics Education, 39(4), 29.

Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing Teachers’ Mathematical Knowledge: What knowledge matters and what evidence counts? In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning. New York: Macmillan.

Hill, H. C., Blunk, M., Charalambous, Y. C., Lewis, J., Phelps, G. C., Sleep, L. (2008). Mathematical Knowledge for Teaching the Mathematical.

Quality of Instruction: An exploratory Study, Cognition and Instruction, 26, 430-511.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum.

Sleep, L. (2009). Teaching to the mathematical point: knowing and using mathematics in teaching. Unpublished dissertation in the University of Michigan.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.

Tirosh, D., & Graeber, A. O. (1989). Preservice elementary teachers' explicit beliefs about multiplication and division. Educational Studies in Mathematics, 20, 79-96.

Wilson, S., Shulman, L., & Richert, A. (l987). "150 different ways" of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-124). London: Cassell.

Teacher’s Use of Curriculum Materials

Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is–or might be–the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8.

Brown, M. W. (2002). Teaching by design: Understanding the interactions between teacher practice and the design of curricular innovation. Unpublished doctoral dissertation. Northwestern University, Evanston, Illinois.

Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction, (pp. 17-36). New York: Routledge.

Brown, S. A., Pitvorec, K., Ditto, C., & Kelso, K. R. (2009). Reconceiving fidelity of implementation: An investigation of elementary whole-number lessons. Journal for Research in Mathematics Education 40(4): 363-395.

Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 363-401). New York: Macmillan.

Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning. Elementary School Journal, 103(3), 287.

Lloyd, G. M. (1999). Two teachers' conceptions of a reform-oriented curriculum: Implications for mathematics teacher development. Journal of Mathematics Teacher Education, 2(3), 227-252.

Remillard, J. T. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development. Curriculum Inquiry, 29(3), 315-342.

Remillard, J. T. (2000). Can curriculum materials support teachers' learning? Elementary School Journal, 100, 331-350.

Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246.

Remillard, J. T., Lloyd, G. M., & Herbel-Eisenmann, B. A. (Eds.) (2009). Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. New York: Routledge.

Remillard, J. T. (2011). Modes of engagement: understanding teachers' transactions with mathematics curriculum resources. In G. Gueudet., B. Pepin, & L. Trouche (Eds.), Mathematics curriculum material and teacher development: From text to "lived" resources. New York: Springer.

Remillard, J. T., & Bryans, M. B. (2004). Teachers’ orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35, 352-288.

Sherin, M. G. & Drake, C. (2009). Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467 – 500.

Stein, M. K., & Kaufamn, J. H. (2010). Selecting and supporting the use of mathematics curricula at scale. American Educational Research Journal, 47(30), 663-693.

Stein, M. K., & Kim, G. (2009). The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher Learning. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd(Eds.), Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction, (pp. 37-55). New York: Routledge.

Stein, M. K., Remillard, J., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319-369). New York: Macmillan.

Tarr, J. E., Reys, R. E., & Reys, B. J., Chávez, O., Shih, J., & Osterlind, S. (2008). The impact of middle grades mathematics curricula on student achievement and the classroom learning environment. Journal for Research in Mathematics Education, 39(3), 247-280.