Fidelity of Implementation: Characterizing Teachers' Instructional Moves in the Context of a Standards-based Curriculum.

Recent calls for research on the impact of the Principles and Standards for School Mathematics (NCTM) indicate a need to better understand the relationship between teachers and curricula. This paper examines 2nd grade teachers' implementation of Standards-based whole number lessons in terms of an enactment's fidelity to two curricular forms: the literal and the intended curricula, and then in terms of teachers' instructional moves. In so doing, we explore interactions between teachers' instructional moves and students' opportunities to learn mathematics. We conclude by considering how curricula support or fail to support teachers' instructional moves and choices. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]