Janine Remillard

Associate Professor

Teaching, Learning, and Leadership Division

Graduate School of Education
University of Pennsylvania

Phone: 215-898-7377

Email: janiner@gse.upenn.edu

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 Curriculum specialization in the Foundations and Practices of Education division. In 1999, she was awarded an Early Career research grant from the National Science Foundation to support her project "Learning to Teach Mathematics in Urban Classrooms." She is currently a co-P.I. for a Center for Learning and Teaching, funded by the National Science Foundation in January 2004. MetroMath: The Center for Mathematics in America's Cities is devoted to improving mathematics teaching and learning in urban communities and classrooms. In 2009, Remillard was appointed to serve on the U.S. National Commission on Mathematics Instruction (USNC/MI) , authorized by the National Academy of Science; in 2011, she was appointed USNC/MI vice chair for a two-year term.

Research Interests and Current Projects

Dr. Remillard's research interests include mathematics teacher education and learning, teachers’ interactions with mathematics curriculum materials, urban education, teaching practices in the context of educational policy, and the role of parents in supporting students' mathematics learning. Since 1988, she has studied the relationships between educational policy and classroom practice in elementary mathematics. She has a particular interest in examining teacher learning and change in urban classrooms, how teachers interact with and use mathematics curriculum materials, and the assumptions about the practice of teaching underlying curriculum development and implementation efforts. She is currently initiating a new study of elementary teacher capacity to use mathematics curriculum materials.

In 2003, she initiated "Parent-Child Numeracy Connections," a study that examined the ways that parents in a low-income community support their children’s mathematics learning. In collaboration with MetroMath colleagues and doctoral students, Dr. Remillard is currently involved in two studies on mathematics learning in home and community settings. One is a study of the mathematics practices and understandings of youth in out-of-school settings. The other follows mathematics homework as it travels between school and home, examining it as a boundary object that links home and school practices.

Selected Publications


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


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., Ebby, C.B., Lim, V., Reinke, L., Hoe, N., Magee, E. (in press). Increasing Access to Mathematics through Locally Relevant Curriculum. In K. Karp (Ed.), Annual Perspectives on Mathematics education (pp.xx-xx). 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. (2011). 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.

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.