Middle School Mathematics Teachers' Perceptions of the Common Core State Standards for Mathematics and Its Impact on the Instructional Environment

Autor/inn/en	Davis, Jon D.; Choppin, Jeffrey; Roth McDuffie, Amy; Drake, Corey
Titel	Middle School Mathematics Teachers' Perceptions of the Common Core State Standards for Mathematics and Its Impact on the Instructional Environment
Quelle	In: School Science and Mathematics, 117 (2017) 6, S.239-249 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Mathematics Instruction; Secondary School Mathematics; Middle School Teachers; Teacher Attitudes; Common Core State Standards; Educational Resources; Educational Technology; Technology Uses in Education; Faculty Development; Mathematics Curriculum; Evaluation; Planning + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Common core curriculum; Curriculum; Kerncurriculum; Bildungsmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Evaluierung; Ablaufplanung; Planungsprozess
Abstract	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. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01