Journal article
Teachers’ perceptions of the official curriculum: Problem solving and rigor
International journal of educational research, Vol.93, pp.91-100
2019
Handle:
https://hdl.handle.net/2376/118957
Abstract
•Teachers interpreted CCSSM as expecting students to solve more difficult problems.•TD teachers used challenge to produce knowledge.•DM teachers used challenge to practice previous knowledge.•Multiple strategies promoted communication in TD classrooms.•Rigor was connected to either content or practices.
This contribution to curriculum ergonomics focuses on teachers’ perceptions of problem solving and rigor in the Common Core State Standards for Mathematics, the curricular aims and objectives component of the official curriculum in the U.S. Our analyses involve 89 middle school mathematics teachers (MSMTs) using two different types of district-adopted textbooks: thinking device (TD) and delivery mechanism (DM). We found that MSMTs’ perceptions of problem solving and rigor in the Common Core varied by textbook type. Consequently, while this paper examines teachers’ perceptions of curricular aims and objectives, it was apparent that another component of the official curriculum, teachers’ district-adopted textbooks, played a strong role in influencing these perceptions. The implications of these results are discussed.
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Details
- Title
- Teachers’ perceptions of the official curriculum: Problem solving and rigor
- Creators
- Jon D Davis - Professor of Mathematics Education, Western Michigan University, 1903 W. Michigan Avenue, Kalamazoo, MI 49008-5248, United StatesAmy Roth McDuffie - Professor of Mathematics Education and Associate Dean for Research and External Funding, College of Education, Washington State University, 509-335-8395, United StatesCorey Drake - Professor and Director of Teacher Preparation, Department of Teacher Education, Michigan State University, 620 Farm Lane, Room 116M, East Lansing, MI 48824, United StatesAmanda L Seiwell - Western Michigan University, 1903 W. Michigan Avenue, Kalamazoo, MI 49008-5248, United States
- Publication Details
- International journal of educational research, Vol.93, pp.91-100
- Publisher
- Elsevier Ltd
- Identifiers
- 99900594657201842
- Language
- English
- Resource Type
- Journal article