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Why Implementation Requires Change

Understand the need for implementing change in mathematics education through a study on teacher time allocation and readiness to teach common fractions, number sets, 3D geometry, linear equations, and logarithmic equations. The research observes teachers' preparedness levels in different topics and addresses the international benchmark for future teachers in top and low performing programs. Evaluate the alignment and coherence of a textbook series with CCSSM and assess time allocation from various sources, aiding in curriculum development.

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Why Implementation Requires Change

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  1. Why Implementation Requires Change William SchmidtUniversity Distinguished ProfessorMichigan State University

  2. How Teachers Allocate Their Time

  3. 4th & 5th Teachers: Very Prepared to Teach? 75% 75% Common Fractions Whole Numbers 22% 40% Number Sets & Concepts 3D Geometry

  4. Middle School Teachers: Very Prepared to Teach? 70% 51% Linear Equations Coordinates & Lines log6 (2x-3) + log6(x+5) = log3(x) log(2x-3) + log (x+5) = log (x) log(6) log(6) log(3) 10% Logarithmic Equations

  5. Future Teachers Reaching International Benchmark Russian Federation Chinese Taipei United States Percent reaching international benchmark

  6. U.S. Future Teachers Reaching International Benchmark in Top and Low Performing Programs Percent reaching international benchmark Bottom 25% Performing Programs Top 25% Performing Programs

  7. Alignment of One Text Book Series to the CCSSM

  8. Coverage in Grades 2 and 5

  9. Coherence in the Same Textbook Series

  10. Allocation of Time from Three Sources

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