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In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT). Following a description of a framework that distinguishes between internal and external demands, we characterize the tension between these in terms of alignment, balance, and buffering, which collectively speak to coherence. We then describe AMT and how it represents a departure from traditional mathematics instruction found in most countries. We applied the framework to an illustrative case and found that while the school devoted considerable resources to reforming mathematics teaching and learning, challenges persisted. These challenges include ongoing language and participatory demands for students and, for teachers, balancing the demands of implementing AMT with a range of other initiatives. The framework provides a means of exploring the full range of demands associated with ambitious instructional reforms, how these demands are mitigated or exacerbated, and the kinds of resources necessary to sustain AMT.
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Systemic coherence through a shared vision of mathematics instruction. Proceedings of the 49th Annual Meeting of the Research Council on Mathematics Learning, 2-11.
Recent research on instructional vision offers new insights into the challenges of systemic coherence when implementing educational innovations at scale. In this paper, we retrospectively examine the work of our statewide partnership of mathematics education leaders for implementing new state mathematics standards. we identify three categories of designs that improved coherence during implementation and highlight the role of instructional vision in each.
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- Award ID(s):
- 2100895
- PAR ID:
- 10336162
- Editor(s):
- Bateiha, S.; Cobbs, G.
- Date Published:
- Journal Name:
- Proceedings of the 49th Annual Meeting of the Research Council on Mathematics Learning
- Page Range / eLocation ID:
- 2-11
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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