Classroom experiences with new curriculum materials during the implementation of performance standards in mathematics: A case study of teachers coping with change

International Journal of Science and Mathematics Education

Volumn 8, Issue 2, 2010, Pages 349-372

  Obara, Samuel ^a   Sloan, Margaret ^b  

^a TEXAS STATE UNIVERSITY   (United States)

^b Washington Wilkes Comprehensive High School   (United States)

Author keywords

Connected Math; Culture; Curriculum; ELL; Georgia Performance Standards; GPS; Implementation; NCLB; Performance; Standards

Indexed keywords

EID: 77952291546     PISSN: 15710068     EISSN: 15731774     Source Type: Journal    
DOI: 10.1007/s10763-009-9176-9     Document Type: Article

References (42)

1. Ball, D. L. (1995). Developing mathematics reform: What don't we know about teacher learning-but would make good working hypotheses?. East Lansing: National Center for Research on Teacher Learning.
2. Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is-or might be-the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8. 14.
3. Bay, J. M., Beem, J. K., Reys, R. E., Papick, I., & Barnes, D. E. (1999). Student reactions to standards-based mathematics curricula: The interplay between curriculum, teachers, and students. School Science and Mathematics, 99(4), 182-188.
4. Bay, J. M., Reys, B. J., & Reys, R. E. (1999). The top 10 elements that must be in place to implement standards-based mathematics curricula. Phi Delta Kappan, 80(7), 503-506.
5. Borko, H., Davinroy, K. H., Bliem, C. L., & Cumbo, K. B. (2000). Exploring and supporting teacher change: Two third-grade teachers' experiences in a mathematics and literacy staff development project. Elementary School Journal, 100(4), 273-306.
6. Cohen, D. K. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 119-142.
7. Cohen, D. K., & Hill, H. C. (2000). State policy and classroom performance: The mathematics reform in California. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Washington, DC.
8. Cohen, D. K., Moffitt, S. L., & Goldin, S. (2007). Policy and practice: The dilemma. American Journal of Education, 113(4), 515-548.
9. Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning. Elementary School Journal, 103(3), 287-311.
10. Cuevas, G. J. (1984). Mathematics learning in English as a second language. Journal for Research in Mathematics Education, 15(2), 134-144.
11. Drake, C. (2006). Practicing change: Curriculum adaption and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 36(2), 153-187.
12. Edwards, T. G. (1995). Cooperative learning in response to an innovative curriculum as a manifestation of change in teaching practice. Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH.
13. Fullan, M. (1993). Change forces: Probing the depth of educational reform. London: Falmer.
14. Garrison, L., Ponce, G., & Amaral, O. M. (2007). Ninety percent of the games is half mental. Teaching Children Mathematics, 14(1), 12-17.
15. Georgia Department of Education (2006). Georgia Performance Standards. Mathematics curriculum revision: Executive summary. Retrieved October 22, 2007, from http://public. doe. k12. ga. us/DMGetDocument. aspx/gps_summary_math. pdf?p=4BE1EECF99CD364EA5554055463F1FBBF5D074D5FB1F2CAEB3B63B3ECB220CDD26C2114F3C57D8D2925C2E80687C2A69& Type=D.
16. Heaton, R. M. (1992). Who is minding the mathematics content? A case study of a fifth-grade teacher. Elementary School Journal, 93(2), 153-162.
17. Herbst, P. G. (2002). Engaging students in providing: A double blind on the teacher. Journal for Research in Mathematics Education, 33(3), 176-203.
18. Howson, A. G., Keitel, C., & Kilpatrick, J. (1981). Curriculum development in mathematics. New York: Cambridge University Press.
19. Kilpatrick, J. (2000). Reflections on verifying change in school mathematics. Journal of Classroom Interaction, 35(1), 28-30.
20. Kilpatrick, J., Lynn, H., Mewborn, D. S., & Stallings, L. (1996). Teaching and learning cross-country mathematics. In S. A. Raizen & E. D. Britton (Eds.), Bold ventures (Vol. 3). Dordrecht: Kluwer Academic.
21. Lappan, G., Fey, J. T., Fitzgerald, W., Friel, S. N., & Phillips, E. D. (2005). Connected mathematics series. Glenview: Prentice Hall.
22. Lloyd, G. M. (2002). Mathematics teachers' belief and experiences with innovative curriculum materials. In G. C. Leder, E. Pehkonen & G. Tèorner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 149-159). Dordrecht: Kluwer.
23. Manouchehri, A., & Goodman, T. (2000). Implementing mathematics reform: The challenge within. Educational Studies in Mathematics, 42(1), 1-34.
24. National Center for Alternative Certification. (2007). Teacher education report: Georgia adopts integrated math curriculum. Retrieved December 29, 2007, from http://www. teach-now. org/newsdisp. cfm?newsid=98#1.
25. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston: National Council of Teachers of Mathematics.
26. Remillard, J. (1999). Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development. Curriculum Inquiry, 29(3), 315-342.
27. Remillard, J. (2000). Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text. Elementary School Journal, 100(4), 331-350.
28. Remillard, J. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246.
29. Remillard, J., & Bryans, M. B. (2004). Teachers' orientation toward mathematics curriculum materials: Implication for teacher learning. Journal for Research in Mathematics Education, 35(5), 388.
30. Reys, B., Reys, R., Barnes, D., Beem, J., & Papick, I. (1997). Collaborative curriculum investigation as a vehicle for teacher enhancement and mathematics curriculum reform. School Science and Mathematics, 97(5), 253-259.
31. Ridgway, J. E., Zawojewski, J. S., Hoover, M. N., & Lamdin, D. V. (2003). Student attainment in the connected mathematics curriculum. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 193-224). Mahwah: Erlbaum.
32. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
33. Smith, J. P. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27(4), 387-402.
34. Stake, R. E. (1986). Quieting reform: Social science and social action in an urban youth program. Urbana: University of Illinois Press.
35. Stake, R. E. (1995). The art of case study research: Perspectives on practice. Thousand Oaks: Sage.
36. Stein, M. K., Remillard, J., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319-369). Charlotte: Information Age.
37. Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace & World.
38. Teppo, A. (1997). Diverse ways of knowing. In A. Teppo (Ed.), Qualitative research methods in mathematics education (pp. 1-16). Reston: National Council of Teachers of Mathematics.
39. The Governor's Office of Student Achievement. (2005-2006). K-12 public schools annual report card. Retrieved December 30, 2007, from http://reportcard2006. gaosa. org/k12/reports. aspx?TestType=QCC& ID=776: 4050.
40. Trafton, P. R., Reys, B. J., & Wasman, D. G. (2001). Standards-based mathematics curriculum materials: A phrase in search of a definition. Phi Delta Kappan, 83(3), 259-264.
41. Valverde, G. A. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Dordrecht: Kluwer Academic.
42. Wilson, M. S., & Cooney, T. J. (2002). Mathematics teacher change and development. In G. C. Leder, E. Pehkonen & G. Tèorner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 127-147). Dordrecht: Kluwer Academic.