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What Does it Take to Maximize HQIM's Potential to Support Math Instruction and Student Flourishing?
Wed, April 8, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 2nd Floor, Platinum ASession Type: Symposium
Abstract
High-quality instructional materials (HQIM) are positioned as levers for improving mathematics teaching, learning, and equity. Their proximity to teachers’ daily work makes them appealing to reformers, yet their impact remains uneven, raising questions about what HQIM can — and cannot — do to foster student flourishing. This symposium assembles different perspectives: criteria of curriculum quality; lessons from developers; a district’s HQIM implementation process; a study of teachers’ enactment; and historic insights from Black mathematics educators about materials’ liberatory potential. Together, the contributions illuminate what HQIM are best positioned to support, where their power is limited, and what is required for them to advance high-quality instruction. This symposium surfaces actionable insights for designing, selecting, and leveraging HQIM to build equitable mathematics learning environments.
Sub Unit
Chair
Papers
Evolving Signals of Quality in K–12 Math Curriculum: A Decade of Field-Based Learning - Courtney Allison, EdReports; Jake Boesch, EdReports
The Role of High-Quality Materials in Building Math Coherence - William McCallum, University of Arizona; April Mouton, Texas State University
More Than a Swap: Developing Teachers, Assessments, and Planning with New HQIM in Mathematics - Chris Franklin, Baltimore City Public Schools
Designing for Enactment: Lessons Learned from Teachers’ Perceptions and Use of HQIM in Mathematics - Mike Henderson, University of Michigan; Darrius D. Robinson, University of Michigan; Deborah Loewenberg Ball, University of Michigan; Martha Curren-Preis, University of Michigan; Heather Beasley, University of Michigan
Pedagogical Activism in Mathematics Education During the Civil Rights Movement - Robert Q. Berry, Indiana University; Casedy A. Thomas, Virginia Polytechnic Institute and State University