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Transitioning to the Common Core State Standards for Mathematics: A Mixed Methods Study of Elementary Teachers' Experiences and Perspectives

机译：过渡到通用的数学核心州标准：混合方法研究基础教师的经验和观点

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摘要

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.
机译：这项混合方法的研究探索了小学教师（n = 73）的经验，并对在高需求城市学校最近实施的《通用共同国家数学标准》（CCSS-Mathematics）进行了展望。对调查，问卷和访谈数据的分析揭示了以下发现结果：熟悉并准备使用标准；标准的实施，包括注册和教师变更；与制定标准有关的紧张关系。值得注意的是，教师们相信标准的优点，但是由于他们的内容知识不足，课程资源有限，学生缺乏准备以及与ELL不匹配而受到限制。结果阐明了在过渡到标准的关键时期教师的专业需求，也增加了对这项全国规模的数学教育改革的研究。

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