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- Title
Transitioning to the Common Core State Standards for Mathematics: A Mixed Methods Study of Elementary Teachers' Experiences and Perspectives.
- Authors
Swars, Susan Lee; Chestnutt, Cliff
- Abstract
This mixed methods study explored elementary teachers' (n = 73) experiences with and perspectives on the recently implemented Common Core State Standards for Mathematics (CCSS-Mathematics) at a high-needs, urban school. Analysis of the survey, questionnaire, and interview data reveals the findings cluster around: familiarity with and preparation to use the standards; implementation of the standards, including incorporation and teacher change; and tensions associated with enactment of the standards. Notably, the teachers believed in the merit of the standards but were constrained by their inadequate content knowledge, limited aligned curricular resources, lack of student readiness, and a perceived mismatch with ELLs. The results illuminate the professional needs of teachers during this critical time of transition to the standards and also add to the scant research on this national-scale reform in mathematics education. This article features a . Please click on the supporting information link below to access.
- Subjects
UNITED States; COMMON Core State Standards; ELEMENTARY school teachers; MATHEMATICS education; URBAN schools; STUDENTS
- Publication
School Science & Mathematics, 2016, Vol 116, Issue 4, p212
- ISSN
0036-6803
- Publication type
Article
- DOI
10.1111/ssm.12171