There was considerable variation between the districts in terms of the rollout and sustained support of the curriculum. Of greater importance is the impact of the state testing regime, which in effect constitutes a second and often opposing curriculum to the Standards-based curriculum. In part as a consequence, most of the teachers in the study expressed ambivalent views about the how the Standards-based curriculum helps students to learn mathematics. This ambivalence has been evident even in cases where teachers have received many hours of curriculum-specific professional development and have used the Standards-based curriculum almost exclusively for years. The results of this part of the study raise concerns about the impact of standards-based curriculum and related high-quality professional development on teachers’ beliefs and practices.
In terms of the part of the study that investigates teachers’ implementations of instructional units, the video-stimulated interviews have revealed considerable teacher knowledge of units’ scope and sequence of mathematical topics, tasks, and representations. However, teachers’ understanding of the units as connected sequences of learning experiences for students and their understanding of how student thinking develops over time has varied in important ways across the sample.
Choppin, J. (2009). Curriculum-context knowledge: Teacher learning from successive enactments of a Standards-based mathematics curriculum. Curriculum Inquiry, 39(2), 287-320.