Middle School Mathematics Teachers' Common Core State Standards for Mathematics Interpretations and Enactments: Complementary Findings From Multiple Instruments

Session Type: Symposium

Abstract

We explore middle school mathematics teachers’ interpretations and enactments of the Common Core State Standards for Mathematics (CCSSM). We discuss findings from analyses involving different data collection instruments, the ways those analyses complement each other, the development or appropriation of the instruments, and the affordances and limitations of the instruments. The instruments include widely used types, such as surveys, semi-structured interviews, and a well-known mathematical knowledge for teaching instrument, as well as tools created or modified for the study. A goal for the symposium is to discuss efforts to create reliable, valid, and relatively low-cost instruments for studying teachers’ perceptions and practices around curriculum materials, as well as to present multi-faceted findings about teachers’ interpretation and enactment of the CCSSM.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Jeffrey M. Choppin, University of Rochester

Papers

• Middle School Mathematics Teachers' Proportional Reasoning Mathematical Knowledge for Teaching: Strengths, Weaknesses, and Influencing Factors - Jon D. Davis, Western Michigan University

• Examining Ways Teachers Interpret and Draw From Novel Curricular Resources - Zenon Borys, University of Rochester

• Development and Use of an Observation Tool for Common Core State Standards for Mathematics–Aligned Lessons - Demeke Gesesse Yeneayhu, University of Rochester; Cathleen Daniels Cerosaletti, University of Rochester

• Developing a Teacher Log: Validation Efforts and Results - Jeffrey M. Choppin, University of Rochester

Discussant

• Mary Kay Stein, University of Pittsburgh