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Teachers’ perceptions of the official curriculum: Problem solving and rigor
ARTICLE

, Professor of Mathematics Education, United States ; , Professor of Mathematics Education and Associate Dean for Research and External Funding, United States ; , Professor and Director of Teacher Preparation, United States ; , Western Michigan University, United States

International Journal of Educational Research Volume 93, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This contribution to curriculum ergonomics focuses on teachers’ perceptions of problem solving and rigor in the Common Core State Standards for Mathematics, the curricular aims and objectives component of the official curriculum in the U.S. Our analyses involve 89 middle school mathematics teachers (MSMTs) using two different types of district-adopted textbooks: thinking device (TD) and delivery mechanism (DM). We found that MSMTs’ perceptions of problem solving and rigor in the Common Core varied by textbook type. Consequently, while this paper examines teachers’ perceptions of curricular aims and objectives, it was apparent that another component of the official curriculum, teachers’ district-adopted textbooks, played a strong role in influencing these perceptions. The implications of these results are discussed.

Citation

Davis, J.D., McDuffie, A.R., Drake, C. & Seiwell, A.L. (2019). Teachers’ perceptions of the official curriculum: Problem solving and rigor. International Journal of Educational Research, 93(1), 91-100. Elsevier Ltd. Retrieved March 26, 2019 from .

This record was imported from International Journal of Educational Research on February 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2018.10.002

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