Document Type

Article

Publication Date

Spring 2019

Journal Title

The Journal of Mathematics Education Teacher's College

Volume

10

Issue

1

First Page

17

Last Page

20

Abstract

Curriculum change is inevitable in schooling. For content areas such as mathematics that are already under the national spotlight, transitioning to new curriculum materials while concurrently enacting instructional reform creates both a challenge and an opportunity. This paper discusses how partnerships between two state universities and respective neighboring school districts resulted in the creation and implementation of graduate courses for teachers targeted at curricular and instructional reform specific to each district. Common course components between both university-district partnerships were identified in the areas of mathematics research, practice, and leadership advocacy and found to be instrumental in supporting instructional reform and fostering sustained development. Implications for collaborative partnerships, curriculum implementation and research are discussed.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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