Research
Coherent Implementation of Mathematics Instructional Materials: A Study of the Variations and Effects of District Supports for Implementation
The Coherent Implementation of Mathematics Instructional Materials project is a four-year, longitudinal, mixed-methods study of 10-12 school districts’ implementation of elementary mathematics instructional materials. As part of this study, we will examine the relationships among the district level of coherence of implementation, the school level of support for implementation, the school level of use of materials, and the effects on student outcomes. This project builds directly on our earlier K-12 Mathematics Curriculum Center work, which found greater centralized decision-making regarding instructional materials at the district level, and variation in the supports districts provided for the implementation of mathematics instructional materials.
These central questions will focus the research:
- What are the dimensions of district-level coherence of implementation of instructional materials?
- What are the dimensions of school-level support for implementation of instructional materials?
- How does district-level coherence relate to changes in school-level student mathematics scores, at a single point in time and over time?
- Does school-level support for implementation and/or school-level use mediate the relationship between district-level coherence and student outcomes?
Data will be gathered through interviews and surveys of district and school staff, including elementary teachers and principals. The results of this study will assist district and school administrators and policy-makers in planning effective implementation of mathematics instructional materials. This project will also contribute to the work of STEM education researchers by clarifying the dimensions of coherent implementation and offering ways to operationalize and measure these dimensions.