Reported Changes in Secondary Mathematics Teacher Education Programs due to the Common Core State Standards

• In Event: Common Core State Standards for Mathematics and Mathematics Teacher Education Programs: Current and Future Directions

Abstract

Objectives

This research investigates relations between secondary mathematics teacher preparation programs and the Common Core State Standards for Mathematics [CCSSM] focusing specifically on the following question:
How and to what extent are secondary mathematics teacher preparation programs responding to the CCSSM?

Theoretical Perspective

The CCSSM does not explicitly establish how teacher preparation programs should implement its recommendations. It does, however, provide a vision of the mathematics teachers need to help students learn and the mathematical practices that they should be prepared to use (CCSSM, 2010) However, Heck, Weiss and Pasley recommend that researchers investigate the extent and ways that mathematics and mathematics education classes in preservice certification programs are aligned with the content and mathematical practices specified in the CCSSM (2011, Appendix).

Methods and Data Sources

Data for this study come from a survey of 400 randomly chosen secondary mathematics teacher preparation programs that were selected using a stratified sampling plan based on the Carnegie classification of the institution (Bachelor’s, Master’s, or Doctoral). The survey asked a variety of multiple choice and open-ended questions related to teacher preparation, with several questions specifically mentioning the CCSSM.

Responses were received from 132 programs across the country; however, not all programs responded to every question. Responses from multiple choice items were summarized by category; open-ended responses about program changes were coded for what the change entailed, and which aspects of the CCSSM were involved.

Findings

Of the 106 programs with valid responses to questions about changes influenced by the Common Core, 13 % reported having made major changes in response to CCSSM, and 39 % reported making minor changes. Of the 51 programs that had made no changes, 43% reported not planning any future changes.

Of the 87 programs that described changes related to the CCSSM, 34 described changes within mathematics education courses, 10 described changes in mathematics courses or mathematics for teachers courses. Of the changes described that were specifically linked to CCSSM, 21 programs explicitly reported focusing on the standards for mathematical practices, 11 reported changes regarding the content suggestions made by the CCSSM, and five reported changes about assessments aligned with the CCSSM.

Sixty-four programs described how changes were being implemented: 10 reported creating a new course, and 54 described modifying existing courses. Often the type of course in which the change occurred was not explicitly mentioned, but when it was, in 80 percent of the cases changes occurred in a methods course.

Discussion and Significance

Our study reveals that about half of secondary mathematics teacher education programs have made some changes based upon the Common Core, with changes in mathematics education courses about three times as common as those in mathematics courses or mathematics courses for teachers. This suggests that greater attention should be paid to addressing the CCSSM in meetings and publications for mathematicians. In our presentation, we will give specific examples to provide insights into ways in which teacher programs have adapted to CCSSM, to guide other programs that may be seeking changes.

Authors

• Jeffrey Craig, Michigan State University

• Jia He, Michigan State University

• Sharon L. Senk, Michigan State University

• Yukiko Maeda, Purdue University

• Vivian Gregory Alexander, Purdue University