The purpose of this study is to present the need for stakeholders to share an agreed-on Theory of Change (ToC) during the various phases of an implementation process. To this end, we draw on the Swedish Boost for Mathematics (BM), a large-scale national educational initiative, and its intrinsic ‘algebra’ instructional module. More precisely, we analyze a cohort of official evaluation reports on the BM from the perspective of a critical case study. The BM’s embedded algebra module and its associated material offer an instrumental example. This analysis relies on a selection of theoretical constructs related to Implementation Research (IR), such as (educational) innovation, value, stakeholders, degree of merit, policy dimension, theory-driven evaluation, and ToC. These theoretical constructs derive from both general IR and mathematics education research. We identify four phases of implementation, based on the analyses of the BM, namely, policy and organization, development, implementation, and evaluation. The analyses illustrate the need for alignment among these phases, associated with the endorsed, enacted, recognized and applied ToC of stakeholders. As a critical example, BM illustrates the many pitfalls of large-scale, scaled-up educational innovations—one of these being the potential failure of evaluations—owing to lack of an agreed-on ToC.

这项研究的目的是提出利益相关者在实施过程的各个阶段共享共识的变革理论（ToC）的需求。为此，我们借鉴了瑞典的大型数学促进计划（BM），这是一项大规模的国家教育计划，其内在的“代数”教学模块也是如此。更准确地说，我们从关键案例研究的角度分析了一系列有关BM的官方评估报告。BM的嵌入式代数模块及其相关材料提供了一个工具示例。该分析依赖于与实施研究（IR）相关的理论构架的选择，例如（教育）创新，价值，利益相关者，绩效，政策维度，理论驱动的评估和ToC。这些理论构架源于一般的关系论和数学教育研究。我们根据BM的分析确定实施的四个阶段，即政策和组织，开发，实施和评估。分析表明，在这些阶段之间需要与利益相关者认可，制定，认可和应用的ToC相关联。举一个重要的例子，BM展示了大规模，规模化的教育创新的诸多弊端-其中之一是由于缺乏商定的ToC而可能导致评估失败。认可并应用利益相关者的ToC。举一个重要的例子，BM展示了大规模，规模化的教育创新的诸多弊端-其中之一是由于缺乏商定的ToC而可能导致评估失败。认可并应用利益相关者的ToC。作为一个关键的例子，BM展示了由于缺乏一致同意的ToC而导致大规模，规模化的教育创新的诸多弊端-其中之一是评估的潜在失败。