"Fidelity" mentality is no reality: A message for curriculum developers

Year: 1994

Author: Scott, Deborah

Type of paper: Abstract refereed

This single site case study examined teacher responses to Mathematics K-6, a mandatory, systematically developed and disseminated curriculum document, and possible reasons for these responses. The main finding to emerge from this project was the range of implementation levels and individualisation of classroom practices despite the document's mandatory nature.

Participants were classified into five subgroups according to their general implementation level of Mathematics K-6 and group members displayed some common characteristics, particularly with regard to various significant mathematics education issues associated with this curriculum change.