Overview of Issues in Curricular-Based Urban Mathematics Education Reform

• In Event: Roundtable Session 118
  In Roundtable Session: Instructional Materials-Based Mathematics Education Reform in Urban Districts

Abstract

This objective of this paper is to provide an overview of the literature on urban mathematics education reform to situate the two major presentations of the session.

Drawing on multiple perspectives that view urban school districts as learning organizations (Cobb & Jackson, 2011; Stein & Coburn, 2009), this paper situates the differing perspectives of the two projects discussed in this session. In particular, this paper will focus on the relationship between instructional contexts for teachers' work and teachers' instructional practice while using inquiry-oriented, Standards-based instructional materials. While other researchers have focused on issues of fidelity of implementation (Chval, Chavez, Reys, & Tarr, 2009; Huntley, 2009), our projects begin with a differing perspective that starts with attempts to understand the district and/or school policy contexts that shape teachers' practices. This overview paper, building on Remillard's (2005) review of literature on teachers' use of mathematics instructional materials, adds a policy lens to this previous work by examining curriculum policy documents (Mitchell, King & Gearhardt, in review) and instructional supports, particularly professional development (Cobb & Jackson, 2011) to situate the presentations to come.

These reviews present frameworks for examining school districts as learning organizations, and note particular areas in which these organizations may not flourish, particularly due to lack of alignment or coherence in the vision and implementation of mathematics education reform.

Author

• Karen D. King, National Council of Teachers of Mathematics