Mathematical learning progressions as a lens for evaluating teachers' curriculum adaptations¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The study uses mathematical learning progressions as the standard against which teachers' content adaptations to middle school math curricula are judged. Adaptations are classified as productive when they align with learning progressions, such as adapting "lessons to below-grade-level content," and nonproductive when they risk moving "students away from the intended learning goal." The framework organizes both the classification of adaptations and the motivations teachers report for adapting.

Design Implications¶

Context¶

Requirements¶

• Knowledge of mathematical learning progressions to judge whether an adaptation moves toward or away from the intended learning goal

Constraints¶

• Applied in this study to middle school math curricula and teachers' lesson adaptations

Target Learners¶

• Middle school math teachers

Target Learning Objectives¶

• Maintaining alignment of adapted lessons with intended learning goals along mathematical learning progressions

Claims¶

• Teachers More Productive Than Nonproductive Adaptations [+M]

Related Theories¶

Examples¶

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

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