HQIM teacher guides differ substantially in the depth of educative guidance they provide for the same pedagogical practice¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the report's curriculum review, all four reviewed HQIM referenced the five Practices for Orchestrating Productive Mathematical Discussions, but they varied from naming practices without explanation to providing rationale, worked examples, and implementation guidance. → Perry 2026

Evidence¶

Perry 2026¶

Perry, R., Nucci, D., Walters, K., McKinney, D., Nielsen, S., & Hannan, M. (2026). Measuring what matters: Considerations for measuring the implementation of high-quality instructional materials in mathematics. WestEd. https://eric.ed.gov/?id=ED681340

q2 · i? · design · r1

The report's curriculum review of Illustrative Mathematics, Carnegie Learning, i-Ready, and Savvas found that guidance embedded in all four HQIM includes the five Practices, but with varying justification. For example, the i-Ready materials "state the practices and why they are important and provide guidance on how teachers should do the work, including examples," while Illustrative Mathematics states the practices without expanding on why they matter.

"The i-Ready materials state the practices and why they are important and provide guidance on how teachers should do the work, including examples."

Discussion¶

Related Claims¶

• Minimal guidance is less effective for novices than explicit instruction — a broader claim this one bears on
• Explicitly unfolding higher-order contributions into lower-order concept elements produces deeper conceptual learning opportunities than jumping directly to procedure — related
• District leaders report that building a shared instructional vision before curriculum adoption lays the foundation for successful IM implementation — related
• District leaders use learning walks and ongoing professional learning to reinforce clear, consistent expectations for curriculum use over time — related