Avoiding Political Pitfalls Associated with School Mathematics Reforms

Abstract

Over the course of United States history, there have been numerous attempts to reform school mathematics in order to increase student achievement. Although the methods of reform have varied, a common theme has emerged: the reform encounters a political backlash that forces a retreat into traditional instructional materials and methods. Education leaders, including mathematics education coaches and specialists, are tasked with fostering school mathematics reforms and are unavoidably at the forefront of this ongoing political struggle. Unfortunately, the research community has offered little insight into how education leaders can effectively engage the critics of reforms. This research study examined the beliefs and motivations of the critics of mathematics education reforms and offers suggestions for how education leaders can avoid potential political pitfalls while effectively engaging with these critics.