01813nam a22002777a 4500 OSt 20241015092559.0 241015b |||||||| |||| 00| 0 eng d 0022-0671 DSSC Per/510/M366/2016 Martinie, Sherri L. 11565 The Journal of Educational Research 11399 Better to be a pessimist: A narrative inquiry into mathematics teachers' experience of the transition to the common core by Sherri L. Martinie, Jeong-Hee Kim and Deborah Abernathy 658-665 text unmediated volume 109(6) 0022-0671 The Common Core State Standards (CCSS) are a focus of state education policy today influencing curriculum implementation and assessment in public schools. The purpose of this narrative inquiry is to understand how high school mathematics teachers experience the transition period. Based on interviews with mathematics teachers in a high school in the Midwest, we aim at bringing teachers' voices to the forefront. Through teachers' stories, we find that: a) Teachers live in the different zones of enactment; and b) Teachers' ecological view of agency should be used as a link to a transition to the CCSS for creating a genuine dialogue. This article is significant in two ways. First, it informs the administrators and policy makers of how there will be inconsistencies across states, districts, schools and classrooms in the implementation and assessment and second, it helps to explain the need for new professional development approaches. Mathematics. 6644 Education-curriculum 11514 Kim, Jeong-Hee 11566 Abernathy, Deborah 11567 ddc PINDEX 8310 8310 0 0 ddc 0 0 SPMT-CAS SPMT-CAS 2024-10-15 0 Per/510/M366/2016 2024-10-15 00:00:00 2024-10-15 PINDEX