This mixed methods study explored elementary teachers’ (n = 73) experiences with and perspectives on the recently implemented Common Core State Standards for Mathematics (CCSS-Mathematics) at a high-needs, urban school. Analysis of the survey, questionnaire, and interview data reveals the findings cluster around: familiarity with and preparation to use the standards; implementation of the standards, including incorporation and teacher change; and tensions associated with enactment of the standards. Notably, the teachers believed in the merit of the standards but were constrained by their inadequate content knowledge, limited aligned curricular resources, lack of student readiness, and a perceived mismatch with ELLs. The results illuminate the professional needs of teachers during this critical time of transition to the standards and also add to the scant research on this national-scale reform in mathematics education. This article features a Research to Practice Companion Article. Please click on the supporting information link below to access.

中文翻译：

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过渡到数学共同核心国家标准：小学教师经验和观点的混合方法研究

这项混合方法研究探讨了小学教师 (n = 73) 对最近在高需求城市学校实施的共同核心数学标准 (CCSS-数学) 的经验和观点。对调查、问卷和访谈数据的分析揭示了以下调查结果： 熟悉和准备使用标准；标准的实施，包括合并和教师变动；以及与标准制定相关的紧张局势。值得注意的是，教师相信标准的优点，但受到内容知识不足、课程资源有限、学生准备不足以及与 ELL 不匹配的限制。结果说明了教师在向标准过渡的关键时期的专业需求，也增加了对这项全国性数学教育改革的研究不足。本文以研究实践配套文章为特色。请单击下面的支持信息链接进行访问。