Middle School Mathematics Teachers’ Perceptions of the Common Core State Standards for Mathematics and Its Impact on the Instructional Environment

Abstract

This study examines Middle School Mathematics Teachers’ (MSMTs') (N = 1,241) perceptions of the Common Core State Standards for Mathematics (CCSSM) and its impact on the instructional environment. A total of eight factors appear in the data. These factors include professional support, teachers’ use of district‐adopted and non‐district‐adopted curricular resources, influence of CCSSM assessment and teacher evaluation on the instructional environment, influence of the CCSSM on classroom instruction, teachers’ planning practices, and perceived rigor of the CCSSM. The data suggest that teachers’ use of digital resources located online was disconnected from their district‐adopted resources suggesting a lack of curricular coherence. MSMTs note that the CCSSM had caused them to incorporate more reform‐oriented practices such as exploration and productive struggle into their daily instruction. MSMTs also perceive that the CCSSM includes new content that is more rigorous than previous state standards. Sampled MSMTs state that while state assessments will measure CCSSM content, they are less likely to include more complex problems or the standards for mathematical practice. Teachers are more likely to read teacher resources than student textbook activities online and to use digital resources for remediation instead of inquiry activities. Over one‐third of MSMTs wanted more CCSSM professional development.

Middle School Mathematics Teachers’ Perceptions of the Common Core State Standards for Mathematics and Related Assessment and Teacher Evaluation Systems

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Embracing Common Core Standards for Mathematical in Secondary Mathematical Practice

“…According to Davis et al (2018), middle mathematics teachers' knowledge and understandings of the standards for mathematical practice are limited and will require more training regarding the use of the standards. The selection of appropriate curricular resources can enhance teachers' knowledge of the standard and affect its use (Davis et al, 2017). To use the standards for mathematical practice, mathematics teachers must shift their instructional practice and not be so dependent on traditional curricular practices (Davis, 2019).…”

Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform

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