This study examines Middle School Mathematics Teachers’ (MSMTs') (N = 1,241) perceptions of the Common Core State Standards for Mathematics (CCSSM) and its impact on the instructional environment. A total of eight factors appear in the data. These factors include professional support, teachers’ use of district-adopted and non-district-adopted curricular resources, influence of CCSSM assessment and teacher evaluation on the instructional environment, influence of the CCSSM on classroom instruction, teachers’ planning practices, and perceived rigor of the CCSSM. The data suggest that teachers’ use of digital resources located online was disconnected from their district-adopted resources suggesting a lack of curricular coherence. MSMTs note that the CCSSM had caused them to incorporate more reform-oriented practices such as exploration and productive struggle into their daily instruction. MSMTs also perceive that the CCSSM includes new content that is more rigorous than previous state standards. Sampled MSMTs state that while state assessments will measure CCSSM content, they are less likely to include more complex problems or the standards for mathematical practice. Teachers are more likely to read teacher resources than student textbook activities online and to use digital resources for remediation instead of inquiry activities. Over one-third of MSMTs wanted more CCSSM professional development.

中文翻译：

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中学数学教师对国家数学共同核心标准的看法及其对教学环境的影响

本研究调查了中学数学教师 (MSMT) (N = 1,241) 对数学共同核心国家标准 (CCSSM) 的看法及其对教学环境的影响。数据中总共出现了八个因素。这些因素包括专业支持、教师对学区采用和非学区采用的课程资源的使用、CCSSM 评估和教师评价对教学环境的影响、CCSSM 对课堂教学的影响、教师的规划实践和感知的严谨性的 CCSSM。数据表明，教师对在线数字资源的使用与其学区​​采用的资源脱节，表明缺乏课程连贯性。MSMTs 指出，CCSSM 使他们将更多以改革为导向的实践，如探索和生产斗争纳入他们的日常教学中。MSMT 还认为 CCSSM 包含比以前的州标准更严格的新内容。抽样的 MSMT 指出，虽然州评估将衡量 CCSSM 的内容，但它们不太可能包括更复杂的问题或数学实践的标准。教师更有可能阅读教师资源而不是在线学生课本活动，并使用数字资源进行补救而不是探究活动。超过三分之一的 MSMT 想要更多的 CCSSM 专业发展。抽样的 MSMT 指出，虽然州评估将衡量 CCSSM 的内容，但它们不太可能包括更复杂的问题或数学实践的标准。教师更有可能阅读教师资源而不是在线学生课本活动，并使用数字资源进行补救而不是探究活动。超过三分之一的 MSMT 想要更多的 CCSSM 专业发展。抽样的 MSMT 指出，虽然州评估将衡量 CCSSM 的内容，但它们不太可能包括更复杂的问题或数学实践的标准。教师更有可能阅读教师资源而不是在线学生课本活动，并使用数字资源进行补救而不是探究活动。超过三分之一的 MSMT 想要更多的 CCSSM 专业发展。