Date of Award

Spring 5-12-2017

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Policy Studies

First Advisor

Janice Fournillier

Second Advisor

Jami Royal Berry

Third Advisor

Nicholas Sauers

Fourth Advisor

Christine Thomas

Abstract

The authors of the Common Core State Standards in Mathematics (CCSSM) contend that the implementation of this framework is a much needed step towards the ability of the United States to remain globally competitive. This study examined the perceptions of mathematics teachers regarding the CCSSM, as well as the implementation of those standards and the implications for school leaders. Thirteen high school mathematics teachers in three different high schools in a large suburban school district in Georgia were involved in the study. An embedded single case study design was utilized to explore this issue. Data were collected from focus group interviews and document reviews of the CCSSM and other state standards in order to provide opportunities to triangulate the data. The triangulation process allowed for the crosschecking of data from multiple sources in order to increase the accuracy of the results and conclusions. The findings indicated that while the teachers were in favor of the CCSSM, there were several challenges with the implementation that skewed their perceptions and receptiveness of the standards.

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