Abstract
The relationship between enactment of reform math (namely Common Core State Standards – Mathematics [CCSSM]), student misconceptions, and teacher variables was investigated. After providing professional development on enactment for the Standards of Mathematical Practice (SMP) of the CCSSM, observations were conducted to determine the degree of enactment of SMP in 22 classrooms of nine teachers in an urban charter school network consisting of three high schools. Students were all boys, 98% African American, and predominantly of low socio-economic status. Data included curricular documents, observation notes, quarterly assessments, and a teacher survey. Results indicated experienced teachers with high efficacy who expected students to reason and discuss their work were related to higher levels of SMP enactment and fewer misconceptions. Implications for teacher education and teacher practice are discussed.
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