32.073 - Studying the Alignment Among the Common Core State Standards for Mathematics, Teachers' Perceptions, Lesson Design, and the Enacted Curriculum

Session Type: Symposium

Abstract

Scholars argue that the alignment of standards with other parts of instructional systems, such as accountability mechanisms, curriculum programs, and professional development, is critical if the ambitious goals of the CCSSM are to be realized (Coburn, Hill, & Spillane, 2016). At the time of our study, accountability systems were not fully aligned with the CCSSM and professional development around the CCSSM was in its infancy. Consequently, a primary mechanism by which the CCSSM were being interpreted and enacted was the curriculum programs used by districts to address the CCSSM. In this session, we consider various aspects of alignment between the CCSSM and teachers’ perceptions and use of curriculum programs, including lesson planning and enactment.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Jeffrey M. Choppin, University of Rochester

Papers

• Conceptualizing the Dimensions of Alignment - Corey Drake, Michigan State University; Amy Ray, Michigan State University

• Teachers' Use of Teacher Resources and Common Core State Standards for Mathematics in Lesson Planning - Amy M. Roth McDuffie, Washington State University; Jennifer Rae Brown, Washington State University - Vancouver

• Updating Perspectives on Lesson Structure in U.S. Classrooms - Demeke Gesesse Yeneayhu, University of Rochester; Jeffrey M. Choppin, University of Rochester

• The Mediating Role of the Designated Curriculum in the Enacted Common Core State Standards for Mathematics - Jeffrey M. Choppin, University of Rochester; Amy M. Roth McDuffie, Washington State University; Demeke Gesesse Yeneayhu, University of Rochester

Discussant

• Cynthia E. Coburn