Mathematical Learning Progressions - A study of teachers’ content adaptations and alignment with mathematical learning progressions

Oct 15, 2026

This study examines whether teachers’ adaptations to middle school mathematics curricula align with mathematical learning progressions and investigates teachers’ motivations for adapting instruction. The research addresses a concern that adaptations could shift students away from intended learning goals. Using a mixed-methods approach, findings show teachers more often made productive than nonproductive adaptations. Productive adapters considered learning progressions and modified lessons to below-grade-level content, while nonproductive adapters tended to focus on on-grade-level content while delivering instruction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Literature Review

Mathematical learning progressions

Mathematical Learning Progressions A study of teachers’ content adaptations and alignment with mathematical learning progressions Riley Stone Mathematica P.O. Box 2393 Princeton, NJ 08543 Doug Van Dine Mathematica P.O. Box 2393 Princeton, NJ 08543 Jose Aguayo Mathematica P.O. Box 2393 Princeton, NJ 08543 May 2nd, 2024 (734) 205-3147 [rstone@mathematica-mpr.com](rstone@mathematica-mpr.com) (510) 285-4634 [DVanDine@mathematica-mpr.com](DVanDine@mathematica-mpr.com) (312) 260-2980 [j](jaguayo@mathematica-mpr.com)[aguayo@mathematica-mpr.com](jaguayo@mathematica-mpr.com) Abstract This study examines whether teachers’ content adaptations to middle school math curricula align with mathematical learning progressions and explores their motivations for adaptation. This study originates from a concern that as teachers make adaptations to their lessons, they may make adaptations that move students away from the intended learning goal. Using a mixed-methods approach, we found that teachers were more likely to make productive over nonproductive adaptations. Teachers who made productive adaptations were more likely to consider learning progressions and adapt lessons to below-grade-level content. Teachers who made nonproductive adaptations were more likely to adapt lessons to on-gradelevel content while delivering the lesson. Our findings suggest that districts should consider curricula and professional learning that intentionally highlight mathematical learning progressions. When Teachers Deviate from Curricula, Do They Make Productive Adaptations? The Analysis of Middle School Math Systems (AMS) project is a mixed-methods study that explores the enabling and disabling conditions under which teachers adopt, adapt, and enact middle school mathematics curricula. The AMS project is part of a larger set of investments, funded by the Bill & Melinda Gates Foundation, intended to help students who are Black, Latino, multilingual learners, and those experiencing poverty succeed in mathematics. Situated within the AMS project, this paper explores the extent to which teachers’ content adaptations 1 align with, or deviate from, mathematical learning progressions, as well as how and why teachers adapt and enact middle school mathematics curricula. The curriculum teachers use heavily influences the content students experience and learn (Stein, 2007) . Currently, the education field invests billions of dollars annually in instructional materials (NCES, 2021), which reflects the crucial influence these materials have on student learning (Squires, 2012; Parrish & Bryd, 2022; Whitehurst, 2009; Agodini et al., 2013; Agodini & Harris, 2010) . Because previous research has demonstrated that mathematical curricula must be more focused and coherent (Common Core State Standards Initiative, n.d.), there has been a push to develop and publish curricula that are aligned with the Common Core State Standards for Mathematics (CCSSM; EdReports, 2023), especially because standards alignment is often used as a signal of high-quality materials (EdReports, 2023) . Even when teachers have access to standards-aligned curricula, there is little evidence that they use curricula as intended (Confrey, 2019) . Moreover, teachers face a constant dilemma between enacting grade-level expectations that are embedded in curriculum standards and meeting students’ learning needs when some or all of their students may not be ready for grade-level expectations (Confrey, 2019) . To meet their students’ needs, teachers often make adaptations to the content of the lessons. These adaptations, however, may not take into consideration the mathematical learning progressions that underpin the standards on which curricula are constructed. A concern is that teachers will move students away from the intended mathematical goal when making these adaptations. Thus, we need to investigate how teachers use, adapt, and deliver curriculum to students to bett

FAQs

What question does the study investigate about teacher adaptations?

The study examines whether teachers’ content adaptations to middle school math curricula align with mathematical learning progressions and explores why teachers adapt their lessons.

What does the mixed-methods study find about productive versus nonproductive adaptations?

Teachers were more likely to make productive than nonproductive adaptations. Productive adaptations more often considered learning progressions and adapted content to below-grade-level, while nonproductive adaptations more often stayed with on-grade-level content.

Why does the paper argue districts should pay attention to learning progressions?

The findings suggest districts should intentionally highlight mathematical learning progressions through curricula and professional learning so adaptation supports intended learning goals.

Oct 15, 2026

Uploaded by Jordan Avery