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ERIC Number: EJ1156028
Record Type: Journal
Publication Date: 2017-Oct
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0036-6803
Middle School Mathematics Teachers' Perceptions of the Common Core State Standards for Mathematics and Its Impact on the Instructional Environment
Davis, Jon D.; Choppin, Jeffrey; Roth McDuffie, Amy; Drake, Corey
School Science and Mathematics, v117 n6 p239-249 Oct 2017
This study examines Middle School Mathematics Teachers' (MSMTs') (N = 1,241) perceptions of the Common Core State Standards for Mathematics (CCSSM) and its impact on the instructional environment. A total of eight factors appear in the data. These factors include professional support, teachers' use of district-adopted and non-district-adopted curricular resources, influence of CCSSM assessment and teacher evaluation on the instructional environment, influence of the CCSSM on classroom instruction, teachers' planning practices, and perceived rigor of the CCSSM. The data suggest that teachers' use of digital resources located online was disconnected from their district-adopted resources suggesting a lack of curricular coherence. MSMTs note that the CCSSM had caused them to incorporate more reform-oriented practices such as exploration and productive struggle into their daily instruction. MSMTs also perceive that the CCSSM includes new content that is more rigorous than previous state standards. Sampled MSMTs state that while state assessments will measure CCSSM content, they are less likely to include more complex problems or the standards for mathematical practice. Teachers are more likely to read teacher resources than student textbook activities online and to use digital resources for remediation instead of inquiry activities. Over one-third of MSMTs wanted more CCSSM professional development.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: 1222359