Digital content is increasingly present in U.S. K-12 classrooms, with a current push by federal officials to increase the rate at which digital textbooks are adopted. While some teachers' use of electronic resources involves locating activities and lessons from various internet sites, textbook and educational software companies have begun to develop comprehensive programs that can supplement if not fully replace traditional paper textbooks. Digital platforms can be transformative, with possibilities for frequent updating, access to multimedia resources, connection to virtual communities, lower production and distribution costs, and customized instruction. However, there have been no attempts to analyze specific programs in mathematics education with respect to these and other features, a gap we seek to address. In this article, we developed and applied a framework to analyze a representative sample of digital curriculum programs in order to help educators better understand characteristics of these materials. We documented two distinct curriculum types, individualized learning programs and digitized versions of traditional textbooks. While the programs offered some of the features identified as transformative, particularly with respect to assessment systems that rapidly and visually report student performance, there were many features that did not take full advantage of the digital medium.

In this study, U.S. middle school teachers’ perceptions of Common Core State Standards for Mathematics (CCSSM), CCSSM-related assessments, teacher evaluation processes, and resources for implementing CCSSM were investigated. Using a mixed methods design, a national sample of 366 teachers was surveyed, and 24 teachers were interviewed. Findings indicated that teachers viewed CCSSM as including new content for their grade level. Teachers also reported using multiple curriculum resources to align with CCSSM and indicated that new assessments would serve as a proxy for CCSSM. Implications for rapidly changing policy, curriculum, assessment, instruction, and professional development related to CCSSM are discussed.

In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts. They describe how the design of the components are complementary and are intended to support teachers to develop challenging instructional practices, even when the teachers are geographically remote and dispersed. The three parts include an online course, online video coaching, and online demonstration lessons. They describe how they used conjecture mapping to enhance collaboration within the project team and to inform iterations of the model. They then present empirical results related to each of the components of the model and draw conclusions based upon what they have learned.

. (2018). U.S. middle school mathematics teachers' perceptions of the standards for mathematical practice by textbook type.

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