Changes in Teachers' Mathematics Curriculum Use as It Relates to District Policy and Leadership Goals

• In Event: Roundtable Session 22
  In Roundtable Session: Mathematics Curriculum Enactment and Policy

Abstract

This paper lays out a case study of the changes in teachers’ mathematics curriculum use in one large urban district in the U.S. from three years before the adoption of Common Core State Standards for Mathematics (CCMS) to three years after. The findings show that while the Common Core mathematics standards were designed to create a more coherent, deeper and mathematically rich set of standards so that students were developing greater mathematical understanding while using more real-world problems, the lack of coherent curricular materials and the district emphasis on student achievement scores corresponded with teachers’ use of a greater range of materials leading to less coherence in the curriculum.

Authors

• Mollie H. Appelgate, Iowa State University

• Brooks A. Rosenquist, Vanderbilt University

• Tom Smith, Vanderbilt University