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. & 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.
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.