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A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists./
Author:	Langton, Terry.
Description:	1 online resource (307 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9781321373226

A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists.
Langton, Terry.

A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists. - 1 online resource (307 pages)

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2014.

Includes bibliographical references

Forty-five state departments of education have adopted and implemented the Common Core State Standards for mathematics. The standards contain reform mathematics language that is abstract and ambiguous resulting in substantial interpretive duty for elementary teachers who as generalists commonly do not have deep understanding of mathematics education. Further, teachers who must gain a strong understanding of a curricular reform in order to implement it well frequently do not. This instrumental case study explored how three third grade generalists learned about and perceived the Common Core State Standards for mathematics. The research used a sense-making framework that holds teacher learning of a reform message is dependent upon: the teacher's experiences, beliefs, knowledge, and attitudes; their social contexts; and how the reform message is represented. Data were collected with: semi-structured interviews of three generalists, one retired teacher, and three administrators; professional development observation; and document collection. The major themes that emerged from data analysis included: (a) the generalists' experiences with reform mathematics during professional development have equipped them with a developing understanding of what the standards are asking them to do, (b) the teachers received few and basic messages that have helped them understand the standards, (c) the professional development that the teachers received was inadequate and insufficient for helping them understand the standards, and (d) the foreign terminology used in the standards blocked their sense-making efforts leaving them with a superficial understanding of the curriculum reform. This report concludes with limitations of the research; implications for policy makers, administrators, and teachers; and recommendations for future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321373226Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists.
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500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
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502 $a Thesis (Ed.D.)--Northeastern University, 2014.
504 $a Includes bibliographical references
520 $a Forty-five state departments of education have adopted and implemented the Common Core State Standards for mathematics. The standards contain reform mathematics language that is abstract and ambiguous resulting in substantial interpretive duty for elementary teachers who as generalists commonly do not have deep understanding of mathematics education. Further, teachers who must gain a strong understanding of a curricular reform in order to implement it well frequently do not. This instrumental case study explored how three third grade generalists learned about and perceived the Common Core State Standards for mathematics. The research used a sense-making framework that holds teacher learning of a reform message is dependent upon: the teacher's experiences, beliefs, knowledge, and attitudes; their social contexts; and how the reform message is represented. Data were collected with: semi-structured interviews of three generalists, one retired teacher, and three administrators; professional development observation; and document collection. The major themes that emerged from data analysis included: (a) the generalists' experiences with reform mathematics during professional development have equipped them with a developing understanding of what the standards are asking them to do, (b) the teachers received few and basic messages that have helped them understand the standards, (c) the professional development that the teachers received was inadequate and insufficient for helping them understand the standards, and (d) the foreign terminology used in the standards blocked their sense-making efforts leaving them with a superficial understanding of the curriculum reform. This report concludes with limitations of the research; implications for policy makers, administrators, and teachers; and recommendations for future research.
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