Managing Tensions Between Research Fidelity and Math Improvement at Scale: Findings From Collaborating Around Sustainability of Processes and Instructional Routines (CASPIR) Math

• In Event: Divergent Methods to Study Topics in Mathematics Education

Abstract

This paper reports findings from the first year of the CASPIR Math Project, a National Science Foundation-funded, design-based implementation research project focused on enhancing the individual capacities of math teachers, and organizational capacities of schools and districts to support them. One primary issue that has emerged during CASPIR’s first year is the tension between the goals of (a) providing coherent organizational and instructional improvement across all levels of school districts in ways that are grounded in research, and (b) adapting the PD model to varied and changing district contexts and conditions. We analyze the infrastructure developed and employed by CASPIR to mitigate this tension between fidelity to the research base on math improvement and adaptability to unique district contexts.

Authors

• Benjamin Michael Superfine, University of Illinois at Chicago

• Craig W. De Voto, University of Illinois at Chicago

• Alison Castro Superfine, University of Illinois at Chicago