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1. IMPLEMENTATIONS OF CCSSM-ALIGNED LESSONS.

Author

Choppin, Jeffrey, Davis, Jon, McDuffie, Amy Roth, and Drake, Corey

Subjects
MATHEMATICS education (Middle school), MIDDLE school curriculum, COMMON Core State Standards, TEACHING aids, TEACHING methods, MATHEMATICAL ability in children, MATHEMATICS teachers, MIDDLE school education
Abstract

We analyzed 52 middle school mathematics lessons from multiple states and curriculum contexts to understand how teachers were enacting the CCSSM. The teachers stated that all of the lessons were CCSSM-aligned. We categorized curriculum materials according to two approaches, with one approach associated with curriculum programs funded by NSF and the other representing curriculum programs commercially produced, typically from a large publisher. We analyzed the nature of mathematical activity and level of interactions in the lessons. We found significant differences across curriculum approaches in the mathematical activity categories related to cognitive demand and in the level of interaction. The implications are that curriculum programs strongly mediated the enactment of the CCSSM. [ABSTRACT FROM AUTHOR]

Published
2016

2. CURRICULUM METAPHORS IN U.S. MIDDLE SCHOOL MATHEMATICS.

Author

Choppin, Jeffrey, McDuffie, Amy Roth, Drake, Corey, and Davis, Jon

Subjects
MATHEMATICS education (Middle school), CURRICULUM-based assessment, CURRICULUM, EDUCATIONAL programs, LITERACY programs
Abstract

We describe two metaphors that we hope can be used to better understand the contemporary mathematics curriculum context in U.S. middle schools, to see how this new context is both similar to and different from prior curriculum contexts. We explain the role and positioning of middle school mathematics curriculum materials over the last century or more and build from learning theory to develop the metaphors. The first metaphor, curriculum as delivery mechanism, builds from technical rational or scientific discourses and encompasses perspectives that are so pervasive they are often unstated and unquestioned. The second metaphor, curriculum as epistemic device, posits that role of curriculum is to provoke interactions that generate understanding. In this metaphor, the role of tasks in curriculum materials is to provoke and progressively refine student thinking, individually and collectively. [ABSTRACT FROM AUTHOR]

Published
2015

3. FACTORS UNDERLYING MIDDLE SCHOOL MATHEMATICS TEACHERS' PERCEPTIONS ABOUT THE CCSSM AND THE INSTRUCTIONAL ENVIRONMENT.

Author

Davis, Jon D., Drake, Corey, Choppin, Jeffrey, and Roth McDuffie, Amy

Subjects
SCIENCE, Technology & Society (Educational movement), STEM education, UNITED States education system, CURRICULUM-based assessment, UNIVERSITIES & colleges, EDUCATION
Abstract

Science, technology, engineering, and mathematics (STEM) preparation has recently become a priority in the United States. The National Research Council has stressed the importance of coherent standards and curriculum, teachers, and a supportive system of assessment and accountability in promoting STEM education. This study examines the relationship among these three components with regard to the Common Core State Standards for Mathematics (CCSSM). Specifically, this study identifies the factors underlying middle school mathematics teachers' perceptions of the CCSSM and their instructional environments. These factors were identified through an exploratory factor analysis on 2 national surveys involving 769 middle school mathematics teachers. Five factors accounted for 65.9% of the variability in the first survey: extent to which digital/electronic curriculum resources are used; degree to which professional development is supported; level of required CCSSM mathematical processes and perceived rigor; extent to which digital/electronic curriculum resources are read; and frequency of teachers' collaborative instructional planning. Seven factors accounted for 73.4% of the variability in the second survey: extent to which digital/electronic curriculum resources are used; extent to which CCSSM requires mathematical processes; extent to which state assessment and teacher evaluation influence classroom practices; extent of district professional development support and CCSSM familiarity; extent of teacher familiarity with and preparation for the CCSSM; level of perceived rigor within the CCSSM; and extent of alignment among state assessments, CCSSM, and classroom assessments. The implications of these findings for STEM education, professional development, and future research are discussed. [ABSTRACT FROM AUTHOR]

Published
2014

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