Supporting Common Core-Driven Curriculum Adaptations for High School Algebra

The adoption of the Common Core State Standards for Mathematics (CCSSM) has created a need for many teachers and school districts to adapt their current curricular materials. Using the methods of design-based implementation research (Penuel et al., 2011), this project partnered with high school algebra teachers, district curriculum staff, and university researchers to support teachers in the selection and use of high-quality mathematical tasks. This participatory design process yielded a set of principles for task analysis that considered qualities of CCSSM alignment, cognitive demand, language, and technology. Results indicate a need for careful guidance in task rating, attention to teachers’ desires to further modify tasks, and possible benefits for task implementation.