Professional Biography

After teaching at an independent school in St. Louis, Dr. 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. In 1994, she joined the faculty of the University of Utah. In the fall of 1997, she joined the faculty of Penn GSE, where she serves as one of the primary faculty in the Teacher Education program and in the Teaching, Learning, and Leadership Division.

In 1999, Remillard was awarded an Early Career research grant from the National Science Foundation to support her project "Learning to Teach Mathematics in Urban Classrooms." Since then, she has directed a number of studies focusing on mathematics teaching and curriculum in the U.S. She is also involved in international, comparative research on mathematics curriculum, currently collaborting with researers from Belgium and Sweden. She regularly participates in cross-national exchanges on teaching and teacher education, most recently with educators from China and South Korea.

Remillard has held a number of leadership roles in mathematics education in the U.S. She was appointed to serve on the U.S. National Commission on Mathematics Instruction (USNC/MI), authorized by the National Academy of Science, in 2009; in 2013, she was appointed USNC/MI chair for a two-year term. In 2014, she began a two-year term as co-chair of AERA's Special Interest Group in Research in Mathematics Education.


Research Interests and Current Projects

Current Projects

Improving Curriculum Use for Better Teaching (ICUBiT)

A study of teachers' curriculum capacity, funded by the National Science Foundation

Community Based Mathematics Project of Philadelphia (CBMP)

Working with teachers to develop locallly relevant mathematics curriculum for students in Philadelphia

Learning about New Demands in Schools: Considering Algebra Policy Environments (LANDSCAPE)

A nation-wide study of how school districts' approaches to offering algebra in middle and high school, funded by the National Science Foundation

Ongoing Assessment Project (OGAP 2)

A study of the implementation and impact of a formative assessment system for elementary mathematics teachers, funded by the National Science Foundation

Cross-national Compartive Analysis of Mathematics Curriculum Materials

A comparitive study of mathematics curriculum materials in Sweden, Belgium, and the U.S.


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.

Areas of Expertise

Mathematics education
Teachers' use of mathematics curriculum materials
Teaching and teacher education
Parental engagement
Urban education

Selected Publications

Books and Monographs

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. Reston, VA: 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. New York: Routledge.


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

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

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.