TY - JOUR
T1 - Considering, piloting, scaling and sustaining a research-based precalculus curriculum and professional development innovation
AU - Carlson, Marilyn P.
AU - O'Bryan, Alan E.
AU - Strayer, Jeremy F.
AU - McNicholl, Timothy H.
AU - Hagman, Jess E.
N1 - Publisher Copyright:
© 2024 Elsevier Inc.
PY - 2024/3
Y1 - 2024/3
N2 - We report a case study of scaling a research-based curriculum and professional development innovation. We describe the Pathways Precalculus Curriculum and Professional Development (PPCPD) project and provide an overview of its development and components. In doing so, we detail how research informed its development and refinement, illustrate why we claim the PPCPD innovation is research-based, and document ways in which it is educative for both instructors and students. We describe results from a case study in which the PPCPD scaled to 13 sites that piloted the innovation, 12 of which locally scaled the innovation and attempted to sustain its use. We report findings from survey and interview data that reveal key variables that led to the sites’ sustaining or not sustaining the PPCPD innovation. We further highlight the importance of conceptualizing curricular scaling as an opportunity for continuous learning among the project leaders, local leaders, and precalculus instructors during all phases (considering, piloting, locally scaling, and sustaining) of the PPCPD.
AB - We report a case study of scaling a research-based curriculum and professional development innovation. We describe the Pathways Precalculus Curriculum and Professional Development (PPCPD) project and provide an overview of its development and components. In doing so, we detail how research informed its development and refinement, illustrate why we claim the PPCPD innovation is research-based, and document ways in which it is educative for both instructors and students. We describe results from a case study in which the PPCPD scaled to 13 sites that piloted the innovation, 12 of which locally scaled the innovation and attempted to sustain its use. We report findings from survey and interview data that reveal key variables that led to the sites’ sustaining or not sustaining the PPCPD innovation. We further highlight the importance of conceptualizing curricular scaling as an opportunity for continuous learning among the project leaders, local leaders, and precalculus instructors during all phases (considering, piloting, locally scaling, and sustaining) of the PPCPD.
KW - Case study research
KW - Mathematical meanings for teaching
KW - Precalculus curriculum
KW - Professional development
KW - Research-based curricula
KW - Scaling educational innovations
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U2 - 10.1016/j.jmathb.2024.101126
DO - 10.1016/j.jmathb.2024.101126
M3 - Article
AN - SCOPUS:85184586475
SN - 0732-3123
VL - 73
JO - Journal of Mathematical Behavior
JF - Journal of Mathematical Behavior
M1 - 101126
ER -