Teachers' Learning of Multiple Strategies: Understanding Challenges to the Mathematics Florida Standards

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-3 - Research in Mathematics Education

Abstract

In this qualitative case study, I examine teachers as learners of policy reform by looking at how, during a lesson study cycle, teachers meet the challenges of incorporating multiple-strategies in their lessons as presented in the new Mathematics Florida Standards (MAFS), which are aligned with Common Core. Major themes include: (1) teachers’ interpretation of the standards, (2) teachers’ identification of major obstacles to the standards, and (3) the ways PDs helped teachers with learning and implementing the standards in their classroom. The implications for this study to analysis of policy reform and to research on mathematics education are also considered.

Authors

• Guillermo J. Farfan, Florida State University

• Aki Murata, University of Florida