• Samuel ObaraEmail author
  • Margaret Sloan


A qualitative case study was conducted to investigate the classroom experiences of three sixth-grade teachers and their mathematics coach as they worked with new instructional materials during the implementation of a new state-mandated curriculum based on performance standards in mathematics. Teachers' collective participation in the exploration of the new standards, selection of materials, participation in a summer professional development workshop specifically tied to the use of the new materials, and the creation of an in-school professional development program were catalysts in the teachers' perception of the need to change their practice. The intended state-level standards were implemented with some success; however, despite their desire to change their practice and in contrast to their belief that considerable change had occurred, the data suggest that the change in the teachers' instructional practice was minimal.

Key words

Connected Math culture curriculum ELL Georgia Performance Standards GPS implementation NCLB performance standards 


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Copyright information

© National Science Council, Taiwan 2009

Authors and Affiliations

  1. 1.Department of MathematicsTexas State UniversitySan MarcosUSA
  2. 2.Washington-Wilkes Comprehensive High SchoolWashingtonUSA

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