Mathematics Teachers' Experiences with Curricular Change
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| Title: | Mathematics Teachers' Experiences with Curricular Change |
|---|---|
| Language: | English |
| Authors: | Gregory Hadley (ORCID |
| Source: | Canadian Journal of Science, Mathematics and Technology Education. 2026 26(2). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Mathematics Teachers, High School Teachers, Mathematics Curriculum, Curriculum Implementation, Educational Practices, Change, Teaching Methods, Space Utilization, Student Role |
| DOI: | 10.1007/s42330-026-00460-x |
| ISSN: | 1492-6156 1942-4051 |
| Abstract: | This paper draws from a larger qualitative study that investigated the experiences of high school teachers implementing a mathematics pilot curriculum informed by Liljedahl (2020) notion of a "thinking classroom." In this study, we explored the change in teachers' practices resulting from their implementation of the pilot curriculum. Using a case study approach, data were collected through semi-structured interviews. Chapman and Heater's (2010) notion of change served as the theoretical framework that supported our analysis of the data. Findings suggest that teachers' practices changed in three fundamental ways: shifting from traditional to innovative teaching approaches, using physical space differently, and encouraging more student and less teacher talk. The changes they experienced varied and aligned with Chapman and Heater's (2010) change framework. A catalyst of teachers' change includes the presence of professional development focused on the use of the thinking classroom model. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508411 |
| Database: | ERIC |
| Abstract: | This paper draws from a larger qualitative study that investigated the experiences of high school teachers implementing a mathematics pilot curriculum informed by Liljedahl (2020) notion of a "thinking classroom." In this study, we explored the change in teachers' practices resulting from their implementation of the pilot curriculum. Using a case study approach, data were collected through semi-structured interviews. Chapman and Heater's (2010) notion of change served as the theoretical framework that supported our analysis of the data. Findings suggest that teachers' practices changed in three fundamental ways: shifting from traditional to innovative teaching approaches, using physical space differently, and encouraging more student and less teacher talk. The changes they experienced varied and aligned with Chapman and Heater's (2010) change framework. A catalyst of teachers' change includes the presence of professional development focused on the use of the thinking classroom model. |
|---|---|
| ISSN: | 1492-6156 1942-4051 |
| DOI: | 10.1007/s42330-026-00460-x |
