Solving for X: Constructing Algebra and Algebra Policy during a Time of Change

Autor/inn/en	Handsman, Emily; Farrell, Caitlin; Coburn, Cynthia
Titel	Solving for X: Constructing Algebra and Algebra Policy during a Time of Change
Quelle	In: Sociology of Education, 95 (2022) 3, S.216-232 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407221087479
Schlagwörter	Algebra; Mathematics Instruction; School Districts; Urban Schools; Middle School Students; Problem Solving; Teaching Methods; Educational Policy; Equal Education; Case Studies; Common Core State Standards; Secondary School Students; Policy Analysis; Politics of Education; Organizational Climate; Educational Practices; Advanced Courses; Instructional Program Divisions; Decision Making; Track System (Education); Educational Change; California + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Common core curriculum; Curriculum; Kerncurriculum; Sekundarschüler; Politikfeldanalyse; Educational policy; Organisationsklima; Bildungspraxis; Fortgeschrittenenunterricht; Decision-making; Entscheidungsfindung; Leistungsgruppe; Leistungsdifferenzierung; Bildungsreform; Kalifornien
Abstract	The year students take Algebra I historically determines how far they progress in secondary mathematics, creating complex equity issues around access to this course. By examining a case study of one large, urban school district adjusting to the Common Core State Standards in Mathematics (CCSS-M), we demonstrate how district leaders' interactions, in combination with their organizational and institutional environments, led to an overhaul of the secondary mathematics course pathway, ending in detracked middle school mathematics. We find that district leaders' deliberations of mathematics policy were constrained by organizational concerns around pedagogy, equity, logistics, and politics. In other words, the disruption created by the CCSS-M was limited by extant organizational priorities. This study has potential implications for theorizing disruptions and for better understanding equity-oriented mathematics policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01