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Mathematics Teachers' Experiences with Curricular Change

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Title: Mathematics Teachers' Experiences with Curricular Change
Language: English
Authors: Gregory Hadley (ORCID 0000-0002-5603-5005), Ingrid M. Robinson (ORCID 0000-0002-1685-3759), Marc Husband (ORCID 0000-0002-3593-1097), Mickey Jutras (ORCID 0000-0001-7678-6853)
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
FullText Text:
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  Data: Mathematics Teachers' Experiences with Curricular Change
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  Data: <searchLink fieldCode="AR" term="%22Gregory+Hadley%22">Gregory Hadley</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5603-5005">0000-0002-5603-5005</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ingrid+M%2E+Robinson%22">Ingrid M. Robinson</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1685-3759">0000-0002-1685-3759</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marc+Husband%22">Marc Husband</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3593-1097">0000-0002-3593-1097</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mickey+Jutras%22">Mickey Jutras</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7678-6853">0000-0001-7678-6853</externalLink>)
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Space+Utilization%22">Space Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink>
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  Data: 10.1007/s42330-026-00460-x
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  Data: 1492-6156<br />1942-4051
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  Data: 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.
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