PME-NA

Making Sense of Mathematics Curricular Transitions

• In Event: Task and Curriculum

Description

This research investigated how teachers made sense of and responded to teaching a new mathematics curriculum after participating in professional learning focused on ambitious teaching practices using a different curriculum. We examined the complex process of curriculum implementation through the lens of sensemaking theory, focused on teachers' adaptation and response to a new curriculum. The findings showed a spectrum of teacher responses, ranging from adapting and revising the new curriculum to occasionally resisting and ignoring it in favor of previous curricula and practices. This research underscores the importance of understanding what influences teachers' sensemaking processes to support effective curriculum implementation.

Authors

• Kelly McKie, University of Delaware

• Margaret Ellis, University of Delaware

• Lynsey Gibbons, University of Delaware

• Erica G Litke, University of Delaware

• James Hiebert, University of Delaware