Practices, beliefs and cultures of high school mathematics departments: Understanding their influence on student advancement

Research output: Contribution to journalArticle

Abstract

This study analyses student advancement through us mathematics curricula as an outcome of departmental organization and patterns of collective teacher beliefs and practices. Evidence from a study of eight high school mathematics departments supports the argument that four key components facilitate students taking additional mathematics courses -especially those at advanced levels -and scoring higher on mathematics achievement tests. These components are: (1) a rigorous and common curriculum, (2) active commitment to students, (3) commitment to a collective enterprise, and (4) innovative instructional practices. The interaction between these components is discussed.

Original languageEnglish (US)
Pages (from-to)495-529
Number of pages35
JournalJournal of Curriculum Studies
Volume28
Issue number5
DOIs
StatePublished - Jan 1 1996

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Practices, beliefs and cultures of high school mathematics departments: Understanding their influence on student advancement'. Together they form a unique fingerprint.

  • Cite this