Exploring the Relationship Between Teacher Concerns and the Enacted Curriculum in High School Mathematics

• In Event: The Challenges of Doing Math in Multiple Spaces

Abstract

The purpose of this study is to investigate the relationships among teacher concerns regarding the CCSSM, teachers’ intended curriculum and teachers’ enacted curriculum. Three high school teachers were intentionally selected as a focus group, based on their different levels of concern. Each teacher was observed during three different lessons on linear/non-linear functions. Pre- and post-observation interviews were conducted both before and after each lesson was taught. Findings suggest a complicated relationship exists between teacher concerns and their intended and enacted curriculum. Regarding teacher concerns, different factors seem to take account for the complicated relationship between teacher concerns and their enacted curricula. For example, the teacher with self concerns had a lack of content knowledge.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• Jeri Diletti, Akron Public Schools