Mathematics reform in a midwestern district: a case study of mathematics curriculum change

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This case study analyzed participant interview data regarding teachers' perceptions of district and building level support during the implementation of a new mathematics curriculum in a midsized Midwestern school district. The district under analysis recently replaced, in part, a reform-oriented mathematics curriculum in favor of more traditional materials. The data collected from this study produced several themes including: (a) textbook selection, (b) professional development, (c) curriculum content and pedagogy, (d) instructional changes, and (e) consistency of textbook implementation. In particular, the data from the nine participants interviewed showed strong support for components identified in the conceptual framework, with additional themes emerging beyond the framework. Additionally, the study produced multiple conclusions, including: (a) the importance of teacher beliefs, (b) administrations role in the process, (c) contextual learning opportunities, and (d) learning focused on curriculum content and pedagogy. Recommendations for district and building administration were made as well as implications for additional research. Finally, a new proposed teacher support framework was developed based on conclusions that emerged from the data.