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The study presents a framework distinguishing internal and external demands, then characterizes tension through alignment, balance, and buffering to explain coherence. AMT is positioned as a departure from conventional mathematics instruction. An illustrative case application shows that even with substantial resources, language and participation demands for students persist, and teachers must balance AMT implementation with other initiatives.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/demands-tensions-and-resources-when-implementing-ambitious-mathematics-abstract-keywords-and-framework-summary/602236/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/demands-tensions-and-resources-when-implementing-ambitious-mathematics-abstract-keywords-and-framework-summary/602236.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework does the article use to analyze ambitious mathematics teaching (AMT)?","Question",{"text":112,"@type":113},"It distinguishes between internal and external demands, then examines tension through alignment, balance, and buffering to describe coherence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges does the illustrative case highlight after implementing AMT?",{"text":117,"@type":113},"Language and participatory demands for students continue, and teachers face ongoing demands to balance AMT with other initiatives.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article connect supportive policies and resources to AMT success?",{"text":121,"@type":113},"It argues that ambitious reforms can falter if supportive policies and resources are not aligned with the reform, leading to sustained implementation difficulties.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602236,1792191781,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 32 Number 17 March 26, 2024 ISSN 1068-2341 |  |\n\nDemands, Tensions, and Resources when Implementing  \nAmbitious Mathematics1  \nJeffrey Choppin  \nUniversity of Rochester  \nChristine Green  \nState University of New York at Geneseo  \n&  \nWilliam Zahner  \nSan Diego State University  \nUnited States  \nCitation: Choppin, J., Green, C., & Zahner, W. (2024) . Demands, tensions, and resources when implementing ambitious mathematics. Education Policy Analysis Archives, 32(17) .  \n[https://doi.org/10.14507/epaa.32.8098](https://doi.org/10.14507/epaa.32.8098)  \nAbstract: In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT) . Following a description of a framework that distinguishes between internal and external demands , we characterize the tension between these in terms of alignment, balance, and buffering, which collectively speak to coherence. We then describe AMT and how it represents a departure from  \n1 This work was supported by the US National Science Foundation under Grant DRL \\#2010111 . The opinions, findings, and conclusions, or recommendations expressed are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.  \ntraditional mathematics instruction found in most countries. We applied the framework to an illustrative case and found that while the school devoted considerable resources toreforming mathematics teaching and learning, challenges persisted. These challenges include ongoing language and participatory demands for students and , for teachers, balancing the demands of implementing AMT with a range of other initiatives. The framework provides a means of exploring the full range of demands associated with ambitious instructional reforms, how these demands are mitigated or exacerbated, and the kinds of resources necessary to sustain AMT.  \nKeywords: ambitious mathematics teaching; external demands; internal demands; policy alignment; instructional reform  \nDemandas, tensiónes, y recursos cuando se implementa matemáticas ambiciosas Resumen: Exploramos las demandas y tensiones involucradas cuando las escuelasimplementan “Enseñanza Ambiciosa de las Matemáticas”(Ambitious Mathematics Teaching [AMT]) . Describimos un marco que distingue entre demandas internas y externas; caracterizamos la tensión entre estos en términos de alineación, equilibrio y amortiguación, que en conjunto hablan de coherencia. Describimos la AMT y cómo representa una desviación de la enseñanza de matemáticas convencional que se encuentra en la mayoría deotros países. Aplicamos el marco a un caso ilustrativo y descubrimos que, aunque la escuela dedicó recursos considerables para reformar la enseñanza y el aprendizaje de las matemáticas, los desafíos persisten. Estos desafíos incluyen demandas continuas de lenguaje y participación para los estudiantes y, para los maestros, equilibrar las demandas de implementar AMT con una variedad de otras iniciativas. El marco proporciona un medio para explorar el rango completo de demandas asociadas con reformas educativas ambiciosas, cómo se mitigan o exacerban estas demandas y los tipos de recursos necesarios para sostener la AMT.  \nPalabras-clave: enseñanza ambiciosa de las matemáticas; demandas externas; demandas internas; alineamiento político; reforma instruccional  \nDemandas, tensões e recursos na implementação da matemática ambiciosa Resumo: Exploramos as demandas e tensões envolvidas quando as escolas implementamo “Ensino Ambicioso de Matemática”(Ambitious Mathematics Teaching [AMT]) .  \nDescrevemos uma estrutura que distingue entre demandas internas e externas; caracterizamos a tensão entre estes em termos de alinhamento, equilíbrio e amortecimento, que juntos falam de coerência. Descrevemos o AMT e como ele representa umafastamento do ensino ","cbCaimoGQweKOnne","https://ap.wps.com/l/cbCaimoGQweKOnne","pdf",441203,26,"English","# Abstract\n# Keywords\n## Framework: internal vs external demands\n## Coherence through alignment, balance, buffering\n## Case application and persistent challenges","[{\"question\":\"What framework does the article use to analyze ambitious mathematics teaching (AMT)?\",\"answer\":\"It distinguishes between internal and external demands, then examines tension through alignment, balance, and buffering to describe coherence.\"},{\"question\":\"What challenges does the illustrative case highlight after implementing AMT?\",\"answer\":\"Language and participatory demands for students continue, and teachers face ongoing demands to balance AMT with other initiatives.\"},{\"question\":\"How does the article connect supportive policies and resources to AMT success?\",\"answer\":\"It argues that ambitious reforms can falter if supportive policies and resources are not aligned with the reform, leading to sustained implementation difficulties.\"}]","Demands, Tensions, and Resources when Implementing Ambitious Mathematics - Abstract, Keywords, and Framework Summary | PDF",1792094303,66]