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"Mathematics Curriculum"
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Examining key concepts in research on teachers' use of mathematics curricula
Studies of teachers' use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review is to examine the ways that central constructs of this body of research - such as curriculum use, teaching, and curriculum materials - are conceptualized and to consider the impact of various conceptualizations on knowledge in the field. Drawing on the literature, the author offers a framework for characterizing and studying teachers' interactions with curriculum materials. (DIPF/Orig.).
Journal Article
Common Core Standards: The New U.S. Intended Curriculum
The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature ofthat change? In this article, the Common Core standards are compared with current state standards and assessments and with standards in top-performing countries, as well as with reports from a sample of teachers from across the country describing their own practices.
Journal Article
Exploring a framework for integrated STEM : challenges and benefits for promoting engagement in learning mathematics
Advocacy of STEM curricular approaches is based on a concern to engage students in authentic disciplinary and interdisciplinary practices in the STEM (science, technology, engineering, mathematics) disciplines, and the need to promote
participation in STEM pathways. The STEM Academy professional learning program was developed to support teachers to engage and motivate students by creating real-world, challenging problems. The initiative involved interdisciplinary
teams of secondary STEM teachers attending workshops and working with university experts to design, implement and evaluate STEM curricular experiences. This paper focuses on case studies undertaken in two of the twelve schools involved
in the initiative, using interview data from teachers and students, to explore the nature of their programs and their experiences. We investigate key features of these two schools' approaches, using a conceptual framework for integrated
STEM, and explore the challenges and benefits of different features of integrated STEM that promote different dimensions of engagement in learning mathematics. We explore how the framework characteristics can be reframed into four
dimensions that promote mathematics engagement in integrated STEM education - design thinking in authentic contexts, content integration, STEM practices and 21st Century skills, and exposure to professional practice. [Author abstract]
Journal Article
Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis
This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect sizes were very small for mathematics curricula and for computer-assisted instruction. Positive effects were found for two cooperative learning programs. Outcomes were similar for disadvantaged and nondisadvantaged students and for students of different ethnicities. Consistent with an earlier review of elementary programs, this article concludes that programs that affect daily teaching practices and student interactions have more promise than those emphasizing textbooks or technology alone.
Journal Article
South African Mathematics Curriculum Framework’s dimensions for Grade 9 mathematics content standards and summative assessment tasks
The South African Department of Basic Education (DBE) has established the Mathematics Curriculum Framework (SAMCF) to enhance learning, teaching, and assessment in mathematics, and help learners with conceptual understanding and consequently improve mathematics performance. Thus, teachers are expected to synchronise the SAMCF’s dimensions in teaching and assessment. This study attempted to establish the extent to which the Grade 9 mathematics content standards and the Grade 9 mathematics summative assessment tasks align with the SAMCF’s dimensions before fully implementing the framework. The aim was to guide curriculum policymakers on what needs to be reviewed by applying the mathematical proficiency strands as a theoretical framework. A quantitative document analysis was used to explain the level of the mathematical proficiency strands. Four summative assessment tasks from November 2022 were purposively sampled from the four districts of Mpumalanga province to analyse. The findings revealed substantial misalignment between the Grade 9 mathematics content standards and the summative assessment tasks. While the Grade 9 mathematics content standards were found to promote conceptual understanding, the summative assessment tasks promoted procedural fluency. The study recommends that the SAMCF’s dimensions be explicitly quantified in percentages to guide teachers and examiners on how much they should be covered in the summative assessment tasks. Also, it is suggested that the productive disposition dimension be added in the SAMCF’s dimensions to inspire learners’ positive attitudes towards learning mathematics. Furthermore, it is recommended that future studies should investigate the alignment between SAMCF’s dimensions on summative assessment tasks and content standards for other grades to ensure that the envisaged SAMCF’s goals are realised.
Journal Article
The Impact of Middle-Grades Mathematics Curricula and the Classroom Learning Environment on Student Achievement
We examine student achievement of 2533 students in 10 middle schools in relation to the implementation of textbooks developed with funding from the National Science Foundation (NSF) or publisher-developed textbooks. Using hierarchical linear modeling (HLM), curriculum type was not a significant predictor of student achievement on the Balanced Assessment in Mathematics (BAM) or TerraNova Survey (TNS) after controlling for student-level variables. However, the Standards-Based Learning Environment (SBLE) moderated the effect of curriculum type. Students were positively impacted on the BAM by NSF-funded curricula when coupled with either Moderate or High levels of SBLE. There was no statistically significant impact of NSF-funded curricula on students in classrooms with a Low level of SBLE, and the relationship between publisher-developed textbooks and SBLE was not statistically significant. Moreover, there was no significant impact of either curriculum type when coupled with varying levels of SBLE on the TNS as the dependent measure.
Journal Article