Day by Day: Investigating Variation in Elementary Mathematics Instruction That Supports the Common Core

Autor/inn/en	Schweig, Jonathan D.; Kaufman, Julia H.; Opfer, V. Darleen
Titel	Day by Day: Investigating Variation in Elementary Mathematics Instruction That Supports the Common Core
Quelle	In: Educational Researcher, 49 (2020) 3, S.176-187 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X20909812
Schlagwörter	Common Core State Standards; Mathematics Instruction; Grade 3; Grade 4; Grade 5; Elementary School Teachers; Elementary School Students; Teaching Methods; Learner Engagement; Academic Ability; Teacher Attitudes; Educational Practices; Difficulty Level; Cognitive Processes; Learning Activities; Mathematics Achievement + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Bildungspraxis; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Lernaktivität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The Common Core State Standards for Mathematics (CCSS-M) aim to engage students in complex mathematical practices, including modeling, reasoning, and argumentation. Currently, little is known about how teachers' daily instruction supports these practices. This study draws upon data from daily logs completed by third-, fourth-, and fifth-grade mathematics teachers from 39 states to learn about students' engagement in standards-aligned mathematical practices. We find that there are both substantial fluctuations in students' engagement in these practices and reported cognitive demand from day to day, as well as large differences across teachers. Practices in which students engage are related to teachers' perceptions of student ability. These findings offer a broad perspective on how CCSS-M--based instruction unfolds across a range of states and policy environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01