ERIC Number: ED571982
Record Type: Non-Journal
Publication Date: 2016
Abstractor: As Provided
Common Core State Standards for Mathematics: How Well Do the Textbook and Instructional Methods Align?
Rawding, Denise M.
ProQuest LLC, Ed.D. Dissertation, College of Saint Elizabeth
The Common Core Math Standards were written to address concerns that the math curriculum in the United States was not focused and coherent. Based on national and international assessments, the United States math scores have remained stagnant, while other countries have seen significant growth in their scores. This study, designed as an action research, explored how the instructional methods of teachers have been impacted by the Common Core Math Standards. It also explored teachers' reliance on the math textbook for content and instructional methods and the alignment of the textbook with the Common Core Math Standards. Analysis of the data showed that teachers have begun to make changes in their instructional methods; however, the changes resulted more from professional development initiatives led by the school and district than by individual teacher's understanding of the Common Core Math Standards. In addition, the textbook used by the school does not meet the levels of focus and rigor that are required in the Standards. The results of the study will provide insight for the school into the resources that are needed for teachers and students so that curriculum and instructional methods align to the Common Core Math Standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Common Core State Standards, Mathematics Education, Mathematics Instruction, Textbooks, Alignment (Education), Mathematics Curriculum, Scores, Action Research, Teaching Methods, Data Analysis, Educational Change, Faculty Development
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Publication Type: Dissertations/Theses - Doctoral Dissertations
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