Dominican University of California
 

Oral Presentations - Guzman 307

Presentation or Panel Title

Teacher Perceptions on Changing Instruction Practices in Mathematics with the Implementation of the Common Core State Standards

Location

Guzman 307

Start Date

4-23-2015 7:40 PM

End Date

4-23-2015 7:55 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Madalienne Peters

Presentation Format

Oral Presentation

Abstract/Description

As schools across the U.S. begin to implement Common Core in Mathematics (CCSSM), teachers must shift their instructional practices from a traditional emphasis on procedures and algorithms to a conceptually based model in which students engage more meaningfully with mathematical concepts.

The purpose of this study is to examine the difference in educators’ instructional practices with the implementation of Common Core State Standards in mathematics and the challenges teachers face in effectively implementing these changes. The review of the literature provides background on why and how the Common Core standards were created and outlines the necessary shifts in instructional practices. The majority of literature provides a road map for schools to follow in order to effectively implement CCSS, and makes suggestions about how to overcome the various obstacles schools and school personnel may encounter. One of the major themes throughout the literature is the need for professional development, materials, and ongoing support of teachers to make substantial changes to their instructional approach. The process of creating change takes place in the context of a school’s culture; therefore social interactions and collaboration amongst teachers greatly influences the degree of change. Successful instructional change often includes professional learning communities where teachers are provided with time to collaborate with colleagues to enhance the process of sense making as they engage in new practices. Once the desired changes are articulated and understood in terms of classroom practice, teachers must be continuously evaluated and supported in maintaining these changes (Spillane, 2005; Spillane et al., 2001, Kritsonis, 2004, & Fullan, 2006).

The sample group consists of nine K-8 teachers in a rural California school. In this qualitative study, teachers completed a short survey detailing their instructional shifts, and the challenges and successes they experienced in moving from procedures and practices to a conceptually based instructional approach.

Fullan, M. (2006, November). Change theory: a force for school improvement. Center for Strategic Education. Retrieved from http://www.michaelfullan.ca/media/13396072630.pdf

Kritsonis A. (2004). Comparison of change theories. International Journal of Scholarly Academic Intellectual Diversity; 8:1, 2004-2005.

Spillane, J., Halverson, R., & Diamond, J. (2001). Investigating school leadership practice: a distributed perspective. Educational Researcher, 30:3, 23-28. Retrieved from http://www.jstor.org/stable/3594470

Spillane, J. (2005, June). Standards Deviation: How Schools Misunderstand Education Policy. CPRE Policy Briefs. Consortium for Policy Research in Education (CPRE), RB-43. Retrieved from http://www.cpre.org/standards-deviation-how-schools-misunderstand-education-policy

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Apr 23rd, 7:40 PM Apr 23rd, 7:55 PM

Teacher Perceptions on Changing Instruction Practices in Mathematics with the Implementation of the Common Core State Standards

Guzman 307

As schools across the U.S. begin to implement Common Core in Mathematics (CCSSM), teachers must shift their instructional practices from a traditional emphasis on procedures and algorithms to a conceptually based model in which students engage more meaningfully with mathematical concepts.

The purpose of this study is to examine the difference in educators’ instructional practices with the implementation of Common Core State Standards in mathematics and the challenges teachers face in effectively implementing these changes. The review of the literature provides background on why and how the Common Core standards were created and outlines the necessary shifts in instructional practices. The majority of literature provides a road map for schools to follow in order to effectively implement CCSS, and makes suggestions about how to overcome the various obstacles schools and school personnel may encounter. One of the major themes throughout the literature is the need for professional development, materials, and ongoing support of teachers to make substantial changes to their instructional approach. The process of creating change takes place in the context of a school’s culture; therefore social interactions and collaboration amongst teachers greatly influences the degree of change. Successful instructional change often includes professional learning communities where teachers are provided with time to collaborate with colleagues to enhance the process of sense making as they engage in new practices. Once the desired changes are articulated and understood in terms of classroom practice, teachers must be continuously evaluated and supported in maintaining these changes (Spillane, 2005; Spillane et al., 2001, Kritsonis, 2004, & Fullan, 2006).

The sample group consists of nine K-8 teachers in a rural California school. In this qualitative study, teachers completed a short survey detailing their instructional shifts, and the challenges and successes they experienced in moving from procedures and practices to a conceptually based instructional approach.

Fullan, M. (2006, November). Change theory: a force for school improvement. Center for Strategic Education. Retrieved from http://www.michaelfullan.ca/media/13396072630.pdf

Kritsonis A. (2004). Comparison of change theories. International Journal of Scholarly Academic Intellectual Diversity; 8:1, 2004-2005.

Spillane, J., Halverson, R., & Diamond, J. (2001). Investigating school leadership practice: a distributed perspective. Educational Researcher, 30:3, 23-28. Retrieved from http://www.jstor.org/stable/3594470

Spillane, J. (2005, June). Standards Deviation: How Schools Misunderstand Education Policy. CPRE Policy Briefs. Consortium for Policy Research in Education (CPRE), RB-43. Retrieved from http://www.cpre.org/standards-deviation-how-schools-misunderstand-education-policy