Teacher Adaptations to Standards-Based Curricula to Address Unfinished Learning in K-8 Math Classrooms (Poster 48)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Teachers' Knowledge and Teaching Practices in Mathematics

Abstract

Unfinished learning, defined as below-grade-level student achievement, is a pervasive issue in
K-12 US math classrooms and presents an obstacle to teachers effectively using standards-based
curricula. In the present study, 19 K-8 math teachers in a large public school district were
interviewed about their experiences adapting a standards-based curriculum to address unfinished
learning. Teachers report using a variety of strategies to navigate unfinished learning. Teachers
also discuss a conflict between the curriculum and student needs, which leads to facing a choice
between teaching grade level content and attending to UFL. These findings provide a starting
point for helping teachers to more effectively navigate UFL in the context of standards-based
curricula.

Authors

• Madeleine Kingan, Harvard University

• Heather C. Hill, Harvard University

• Jon R. Star, Harvard University