Exploring the Complex Relationship Between Teacher Concerns and the CCSSM (Common Core State Standards for Mathematics)-Related Curriculum

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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 teachers were observed during linear/non-linear functions lessons, selected based on concern levels. Pre- and post-observation interviews conducted. Findings reveal complex relationships between teacher concerns, intended, and enacted curriculum. Factors like content knowledge, student abilities, and interest in learning impact these connections.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• Jeri Diletti, Akron Public Schools