Mathematical Learning Progressions: A Study of Teachers’ Content Adaptations and Alignment with Mathematical Learning Progressions
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Associated Project
Middle School Math: Culturally Responsive Materials, Teacher Professional Learning, and Student Engagement
Prepared for:
Bill & Melinda Gates Foundation
Key Findings
Using a mixed-methods approach, we found that:
- Teachers were more likely to make productive over nonproductive adaptations.
- Teachers who made productive adaptations were more likely to consider learning progressions and adapt lessons to below-grade-level content.
- Teachers who made nonproductive adaptations were more likely to adapt lessons to on-grade-level content while delivering the lesson.
This study examines whether teachers’ content adaptations to middle school math curricula align with mathematical learning progressions and explores their motivations for adaptation. This study originates from a concern that as teachers make adaptations to their lessons, they may make adaptations that move students away from the intended learning goal.
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