Middle school math teachers are more likely to make productive than nonproductive adaptations to curricula¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers were more likely to make productive over nonproductive adaptations to middle school math curricula. → Riley Stone 2024

Evidence¶

Riley Stone 2024¶

Riley Stone, Doug Van Dine, Jose Aguayo. (2024). Mathematical Learning Progressions: A Study of Teachers’ Content Adaptations and Alignment with Mathematical Learning Progressions. Bill & Melinda Gates Foundation. https://www.mathematica.org/publications/mathematical-learning-progressions-a-study-of-teachers-content-adaptations-and-alignment

q2 · i? · associational · r?

A key finding of this mixed-methods study of teachers' content adaptations to middle school math curricula: "Teachers were more likely to make productive over nonproductive adaptations." No effect size is printed.

"Teachers were more likely to make productive over nonproductive adaptations."

Discussion¶

Related Claims¶

• Teachers who made nonproductive adaptations were more likely to adapt lessons to on-grade-level content while delivering the lesson — related
• Teachers who made productive adaptations were more likely to consider learning progressions and adapt lessons to below-grade-level content — related
• Teachers used new instructional practices they had learned while delivering the summer programs — related
• Teachers actively synthesize professional-development practices with their own context rather than transferring them intact — related