Districts should consider curricula and professional learning that intentionally highlight mathematical learning progressions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The study's forward-looking recommendation for districts is to "consider curricula and professional learning that intentionally highlight mathematical learning progressions." It follows from the finding that productive adapters were more likely to consider learning progressions and adapt lessons to below-grade-level content, while nonproductive adapters adapted on-grade-level content during delivery. The recommendation targets districts selecting middle school math curricula and designing teacher professional learning.

Design Implications¶

Context¶

Requirements¶

• Districts selecting or adapting middle school math curricula and professional learning

Constraints¶

• Based on a mixed-methods study of teachers' content adaptations; the recommendation is the authors' suggestion, not a tested intervention effect

Target Learners¶

• Middle school math teachers

Target Learning Goals¶

• Aligning teachers' lesson adaptations with mathematical learning progressions

Related Strategies¶

Examples¶

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Key Sources¶

• 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