G2TT
来源类型Report
规范类型报告
DOIhttps://doi.org/10.7249/RR2487
来源IDRR-2487-HCT
Aligned Curricula and Implementation of Common Core State Mathematics Standards: Findings from the American Teacher Panel
V. Darleen Opfer; Julia H. Kaufman; Joseph D. Pane; Lindsey E. Thompson
发表日期2018-08-09
出版年2018
页码28
语种英语
结论

Most of the materials that teachers reported using regularly for their instruction during the 2015–2016 school year were not highly aligned with the Common Core State Standards

  • About 16 percent of elementary mathematics teachers and 5 percent of secondary mathematics teachers reported regularly using materials with a high degree of alignment.
  • Teachers in states that have not formally adopted the Common Core were not using highly aligned materials, by the authors' definition.

A majority of teachers were able to identify Common Core–aligned topics at their grade level

  • At the same time, many teachers also indicated that many topics not aligned with the Common Core should be addressed at their grade level.
  • Less than one-third of teachers were able to order two sets of standards from the lowest to the highest grade level, although most teachers could order at least one set of standards correctly.

Over one-third of teachers reported that their students engaged in various standards-aligned practices to a great extent

  • On the other hand, roughly 20 percent of teachers reported asking students to look for and make use of structure or construct viable arguments, two Standards for Mathematical Practice emphasized by the Common Core.
  • Teachers using at least one aligned main material more frequently reported their students engaging to a great extent in standards-aligned practices than teachers not using at least one aligned main material.
  • Teachers with more vulnerable students were less likely to report engaging their students in standards-aligned practices than teachers serving less vulnerable students.
摘要

This report presents findings from a 2016 American Teacher Panel survey, which gathered information about teachers' instructional materials for mathematics, their understanding of their mathematics standards, and their standards-aligned practices. The authors also consider how teachers' instructional materials might support their understanding of their standards and practice. This report follows up on findings from a 2015 survey and is intended to support decisionmaking regarding policies and related to state standards and teachers' instructional practice.

,

The authors found that most of the materials that teachers reported using regularly for their instruction during the 2015–2016 school year were not highly aligned with Common Core State Standards. In addition, they were not always able to identify approaches and content aligned with their state standards for mathematics. Over one-third of teachers reported that their students engaged in various standards-aligned practices to a great extent. The authors found positive and significant relationships between teachers' use of standards-aligned instructional materials and their standards-aligned practices, as well as some limited relationships between teachers' standards-aligned materials and their understanding of their standards. The report concludes by suggesting that teachers need a better understanding of their state standards if they are to engage their students in practices aligned with those standards. Furthermore, evidence from this report indicates that instructional materials closely aligned with state standards may support teachers' understanding of their standards and their standards-aligned practices.

目录 Aligned Curricula and Implementation of Common Core State Mathematics Standards: Findings from the American Teacher Panel | RAND
Loading…
主题Education Curriculum ; Mathematics ; Standards-Based Education Reform ; STEM Education ; Teachers and Teaching
URLhttps://www.rand.org/pubs/research_reports/RR2487.html
来源智库RAND Corporation (United States)
引用统计
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/523599
推荐引用方式
GB/T 7714
V. Darleen Opfer,Julia H. Kaufman,Joseph D. Pane,et al. Aligned Curricula and Implementation of Common Core State Mathematics Standards: Findings from the American Teacher Panel. 2018.
条目包含的文件
文件名称/大小 资源类型 版本类型 开放类型 使用许可
RAND_RR2487.pdf(270KB)智库出版物 限制开放CC BY-NC-SA浏览
x1538501676719.jpg.p(4KB)智库出版物 限制开放CC BY-NC-SA浏览
个性服务
推荐该条目
保存到收藏夹
导出为Endnote文件
谷歌学术
谷歌学术中相似的文章
[V. Darleen Opfer]的文章
[Julia H. Kaufman]的文章
[Joseph D. Pane]的文章
百度学术
百度学术中相似的文章
[V. Darleen Opfer]的文章
[Julia H. Kaufman]的文章
[Joseph D. Pane]的文章
必应学术
必应学术中相似的文章
[V. Darleen Opfer]的文章
[Julia H. Kaufman]的文章
[Joseph D. Pane]的文章
相关权益政策
暂无数据
收藏/分享
文件名: RAND_RR2487.pdf
格式: Adobe PDF
文件名: x1538501676719.jpg.pagespeed.ic.ZAEUc2YsBR.jpg
格式: JPEG

除非特别说明,本系统中所有内容都受版权保护,并保留所有权利。