Janine Remillard

Professional Biography

Janine Remillard is an expert in mathematics education and classroom practices. Her research focuses on how teachers learn and change their teaching and how they use curriculum materials and other instructional tools. She pursues these questions in both local and cross-cultural contexts. She co-founded the Community Based Mathematics Project, a hub for developing and sharing locally relevant and social justice-oriented mathematics lessons that teachers can modify to fit the needs of their classrooms. Dr. Remillard has been involved in developing and redesigning three teacher education programs at GSE and is engaged in research that can inform program structures and practices.

After teaching at an independent school in St. Louis, Janine Remillard earned a Ph.D. from Michigan State University in Curriculum, Teaching, and Educational Policy, with a focus on mathematics teaching and learning. While at Michigan State, Dr. Remillard taught mathematics in a Lansing public elementary school and coordinated professional development activities in mathematics at the school. She joined the faculty of Penn GSE in 1997, where she serves as one of the faculty in the Learning, Teaching, and Literacies Division.

Throughout her time at Penn GSE, Dr. Remillard has led research on mathematics teaching and curriculum in the U.S. and cross-nationally. She has also explored how the use of formative assessment tools and a video feedback platform support instructional improvement. Her research on teacher education structures and practices includes experimenting with ways to enhance mentor teachers’ practices to support novice teachers’ learning. Dr. Remillard’s research has been funded by the National Science Foundation, the Swedish Research Council, and the Spencer Foundation, as well as internal funds from the University of Pennsylvania.

As a teacher educator, Dr. Remillard is committed to working in partnership with schools and teachers to create opportunities for novice teachers to learn effective teaching practices that are humane, socially just, and responsive to students.

Dr. Remillard has held a number of leadership roles at Penn GSE and in mathematics education in the U.S. She served as the founding director of the Collaboratory for Teacher Education at Penn GSE between 2017 and 2023. She was appointed to the U.S. National Commission on Mathematics Instruction (USNC/MI), authorized by the National Academy of Science, in 2009 and served through 2016, including two years as vice chair and two years as chair. In 2014, she served a two-year term as co-chair of AERA's Special Interest Group in Research in Mathematics Education.

Ph.D. (Curriculum, Teaching, and Educational Policy) Michigan State University, East Lansing, MI, 1996
B.A. (Sociology and Elementary Education) Principia College, Elsah, IL, with honors, 1984

Mathematics teaching and learning
Rehumanizing mathematics and mathematics identity
Teachers' use of mathematics curriculum materials
Teaching and teacher education
Urban education

Principal Certification

Education Entrepreneurship, M.S.Ed.

School Leadership, M.S.Ed.

Mid-Career Doctoral Program in Educational Leadership, Ed.D.

Urban Teaching Residency, M.S.Ed.

Urban Teaching Apprenticeship, M.S.Ed.

Teaching, Learning, and Leadership, M.S.Ed.

Teaching, Learning, and Teacher Education, Ed.D.

Teaching, Learning, and Teacher Education, Ph.D.

Learning Sciences and Technologies, M.S.Ed.

Research Interests and Current Projects

Dr. Remillard's research interests include mathematics teacher learning and classroom practices, teacher education, and the role of tools and innovative structures in supporting teacher learning. She has a strong commitment to improving education opportunities in urban contexts and making mathematics humanizing for teachers and students.

Current Research Projects

Mentoring Practice for Advancing Classroom Teaching (MPACT)

Funded by the National Science Foundation and launched in 2024, MPACT is a collaboration with researchers from Boston University and the University of Wisconsin–Madison. The study explores how mentor teachers can be supported to engage novices in pedagogical reasoning that supports responsive mathematics teaching. Using an inquiry group professional development structure with mentors from three distinct teacher education programs, the researchers aim to build mentoring tools and structured opportunities that support mentor teachers to make visible their decision making. The research component will study mentor and novice teachers’ learning and how it differs across differing teacher education programs.

Cross-Cultural Study of Mathematics Curriculum Use in the 21st Century (Math 3C)

Math 3C is a cross-cultural study of elementary teachers’ use of print and digital mathematics curriculum materials in Belgium, Finland, Sweden, and the U.S., funded by the Swedish Research Council in 2017 and co-directed with collaborators from Sweden and Finland. The study includes teacher interviews (before and during COVID), a survey, and curriculum analysis. Findings reveal both similarities and important cultural differences in teachers’ curriculum use and use of digital resources. The researchers also turned a lens on their own cultural and linguistic interactions as a cross-cultural team, providing important insights on cross-cultural research.

Studying the Development of Responsive Math Teaching Practices through Online Inquiry Group

This study explores ways that learning to teach might be extended beyond the boundaries of teacher education programs through online video feedback inquiry groups. Using an approach developed through previous research and an online video commenting platform, novice teachers upload videos of brief number sense routines recorded in their classrooms and then comment on the videos of others in the group over several cycles. You can view a 2024 presentation for more details.

Rehumanizing Mathematics in Preservice Teacher Education

This study builds on Remillard’s decades of efforts to support preservice teachers to reflect on and reconsider their mathematical identities and relationship to mathematics as future teachers. Remillard and Lara Condon have begun to study the impacts of specific strategies employed in a middle-years mathematics methods course. You can read more about their approach and view slides from a 2022 presentation.

Recent Projects

The following projects have recently concluded, but publications and other resources are available.

Improving Curriculum Use for Better Teaching (ICUBiT)
A study of teachers' curriculum capacity, funded by the National Science Foundation in 2009.

Community Based Mathematics Project of Philadelphia (CBMP)
Working with teachers to develop locally relevant mathematics curriculum for students in Philadelphia.

Selected Publications

Elementary Mathematics Curriculum Materials: Implications for Teachers and Teaching

Janine Remillard

Springer

April, 2020

Books and Monographs

Remillard, J. T., & Kim, O. K. (2020). Elementary mathematics curriculum materials: Implications for teachers and teaching. Springer.

Izsák, A., Remillard, J. T., & Templin, J. (Eds.). (2016). Psychometric methods in mathematics education: Opportunities, challenges, and interdisciplinary collaborations. Journal for Research in Mathematics Education monograph series. National Council of Teachers of Mathematics.

Remillard, J. T., Herbel-Eisenmann, B., & Lloyd, G. M. (Eds.). (2009). Mathematics teachers at work: Connecting curriculum materials and mathematics instruction. Routledge.

Articles

Krzywacki, H., Condon, L., Remillard, J. T., Machalow, T., Koljonen, T., & Van Steenbrugge, H. (2023). Emergency remote teaching as a window into elementary teachers’ mathematics instructional systems in Finland and the U.S. International Journal of Educational Research Open, 5. https://doi.org/10.1016/j.ijedro.2023.100286

Trouche, L., Adler, J., & Remillard, J. T. (2023). Conceptualizing teachers’ interactions with resources in crossing languages and cultures. ZDM Mathematics Education, 55(3), 497–519. https://doi.org/10.1007/s11858-023-01488-1

Van Steenbrugge, H., & Remillard, J. T. (2023). The multimodality of lesson guides and the communication of social relations. ZDM Mathematics Education, 55(3), 579–595. https://doi.org/10.1007/s11858-023-01479-2

Ebby, C. B., Remillard, J. T., & Goldsmith-Markey, L. T. (2023). Learning to teach responsively through asynchronous collaborative discourse around video records of practice. Journal of Teacher Education, 74(5), 451–466. https://doi.org/10.1177/00224871231153108

Condon, L., Koljonen, T., Remillard, J. T., Krzywacki, H., & Van Steenbrugge, H. (2023). Navigating multiple languages and meanings in cross-cultural research on teachers’ resource use. ZDM Mathematics Education, 55(3), 565–577. https://doi.org/10.1007/s11858-022-01466-z

Machalow, R., Goldsmith-Markey, L., & Remillard, J. T. (2022). Critical moments: Pre-service mathematics teachers’ narrative arcs and mathematical orientations over 20 years. Journal of Mathematics Teacher Education, 25, 35–61. https://doi.org/10.1007/s10857-020-09479-9

Remillard, J. T., Van Steenbrugge, H., Machalow, R., Koljonen, T., Krzywacki, H., Condon, L., & Hemmi, K. (2021). Elementary teachers’ reﬂections on their use of digital instructional resources in four educational contexts: Belgium, Finland, Sweden, and U.S. ZDM Mathematics Education, 53(6), 1331–1345. https://doi.org/10.1007/s11858-021-01295-6

Supovitz, J., Ebby, C. B., Remillard, J. T., & Nathenson, R. (2021). Experimental impacts of learning trajectory-oriented formative assessment on student problem solving accuracy and strategy sophistication. Journal for Research in Mathematics Education, 52(4), 444–475. https://doi.org/10.5951/jresematheduc-2021-0032

Remillard, J. T., Reinke, L. T., & Kapoor, R. (2019). What is the point? Examining how curriculum materials articulate mathematical goals and how teachers steer instruction. International Journal of Educational Research, 93, 101–117.

Drake, C. & Remillard, J. T. (2019). Seeing teacher-designer-curriculum research through an ergonomic lens: Commentary. International Journal of Educational Research, 93.

Remillard, J. T., Baker, J. Y., Steele, M. D., Hoe, N. D., & Traynor, A. (2017). Universal Algebra I policy, access, and inequality: Findings from a national survey. Education Policy Analysis Archives, 25(101), 1–25.

Remillard, J. T., & Kim, O-K. (2017). Knowledge of curriculum embedded mathematics: Exploring a critical domain of teaching. Educational Studies in Mathematics. DOI: 10.1007/s10649-017-9757-4

Remillard, J. T. (2016). How to partner with your curriculum. Educational Leadership, 74(2), 34–38.

Van Steenbrugg, H., Remillard, J. T., Verschaffel, L., Valcke, M., & Desoete, A. (2015). Teaching fractions in elementary school: An observational study. The Elementary School Journal 115(1), 49–75.

Remillard, J. T., & Heck, D. (2014). Conceptualizing the curriculum enactment process in mathematics education. ZDM The International Journal on Mathematics Education, 46(5), 705–718.

Remillard, J. T., Harris, B., & Agodini, R. (2014). The influence of curriculum material design on opportunities for student learning. ZDM The International Journal on Mathematics Education, 46(5), 735–749.

Ebby, C. B., Lim, V., Reinke, L., Remillard, J. T., Magee, E., Hoe, N., Cyrus, M. (2011). Community based mathematics project: Conceptualizing access through locally relevant mathematics curriculum. Perspectives on Urban Education, 8(2), 12–18.

Remillard, J. T., & Jackson, K. (2006). Old math, new math: Parents' experiences with standards-based reform. Mathematical Thinking and Learning, 8(3), 231–259.

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

Jackson, K., & Remillard, J. T. (2005). Rethinking parent involvement: African American mothers construct their roles in the mathematics education of their children. School Community Journal, 15(1), 51–74.

Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal of Research in Mathematics Education 35(5), 352–388.

Cahnmann, M., & Remillard, J. T. (2002). What counts and how: Mathematics teaching in culturally, linguistically, and socioeconomically diverse urban settings. Urban Review 34(3), 179–205.

Remillard, J. T., & Geist, P. (2002). Supporting teachers' professional learning though navigating openings in the curriculum. Journal of Mathematics Teacher Education 5(1), 7–34.

Book Chapters

Remillard, J. T. (2019). Teachers’ use of mathematics resources: A look across cultural boundaries. In L. Trouche, G. Gueudet, & B. Pepin (Eds.), The ‘Resource’ approach to mathematics education, (pp. 175–194). New York: Springer.

Remillard, J. T. (2018). Examining teachers’ interactions with curriculum resource to uncover pedagogical design capacity. In L. Fan, L. Trouche, C. Qi, S. Rezat, & J. Visnovska (Eds.), Recent advances in research on mathematics teachers’ textbooks and resources (pp. 69–88). New York: Springer.

Remillard, J. T. (2018). Mapping the relationship between written and enacted curriculum: examining teachers’ decision making. In G. Kaiser (Ed.), Invited lectures from the 13th International Congress on Mathematical Education, (pp. 483–500). New York: Springer.

Remillard, J. T., & Reinke, L. T. (2017). Mathematics curriculum in the United States: New challenges and opportunities. In D. R. Thompson, M. A. Huntly, & C. Suurtamm (Eds.), International perspectives on mathematics curriculum (pp. 131–162). Greenwich, CT: Information Age Publishing.

Jacobson, E., Remillard, J. T., Hoover, M., & Aaron, W. (2016). The interaction between measure design and construct development: Building validity arguments. In A. Izsák, J. T. Remillard, & J. Templin (Eds.), Psychometric methods in mathematics education: Opportunities, challenges, and interdisciplinary collaborations (pp. 155–173). Journal for Research in Mathematics Education monograph series. Reston, VA: National Council of Teachers of Mathematics.

Remillard, J. T. (2016). Keeping an eye on the teacher in the digital curriculum race. In M. Bates, & Z. Usiskin, (Eds.), Digital curricula in school mathematics (pp. 195–204). Greenwich, CT: Information Age Publishing.

Remillard, J. T., & Taton, J. (2015). Rewriting myths about curriculum materials and teaching to new standards. In J. A. Supovitz & J. Spillane (Eds.), Challenging standards: Navigating conflict and building capacity in the era of the common core (pp. 49–58). Lahnam, MD: Rowman & Littlefield. DOI: 10.13140/RG.2.1.4792.0249

Remillard, J. T., Ebby, C. B., Lim, V., Reinke, L., Hoe, N., Magee, E. (2014). Increasing access to mathematics through locally relevant curriculum. In K. Karp (Ed.), Annual perspectives on mathematics education (pp.89–96). Reston, VA: NCTM.

Baker, J. T., Remillard, J. T., & Lim, V. (2012). Examining youth's mathematics practices in an after school robotics team. In B. Bevan, P.K. Bell, R. Stevens, A. Razfar (Eds.), LOST learning: Learning about out-of-school-time learning opportunities. New York: Springer.

Remillard, J. T. (2012). Modes of engagement: Understanding teachers' transactions with mathematics curriculum resources. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to 'lived' resources: Mathematics curriculum materials and teacher development (pp. 105–122). New York: Springer.

Bose, E., & Remillard, J. T. (2011). Looking for equity in policy recommendations for instructional quality. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 176–188). New York: Springer

Stein, M. K., Remillard, J. T., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319–369). Greenwich, CT: Information Age Publishing.

Remillard, J. T.,& Cahnmann, M. (2005). Researching mathematics teaching in bilingual-bicultural classrooms. In T. McCarty (Ed.), Language, literacy, power, and schooling. Hillsdale, NJ: Erlbaum.

Remillard, J. T. (2000). The dialogue that might be silencing. In S. E. Wade (Ed.), Inclusive education: A casebook and readings for prospective and practicing teachers (pp. 115–120). Hillsdale, NJ: Erlbaum.

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Black and brown women are underrepresented in STEM fields. This program works with K-12 girls to fix that.

In the Media | The Philadelphia Inquirer, March 23, 2022

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Janine Remillard speaks about a local program that prepares Black girls for careers in STEM fields. “Black girls need to be in an environment where they can thrive by being supported as learners, and by being able to look around and see others like themselves,” she says.

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Journal of Mathematics Teacher Education
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ZDM – Mathematics Education
Special Issue Guest Editor, Volume 55, Issue 3, June 2023