Teacher Change and Project Maths: Implications and Lessons Learned

Because of the similar intents, practices, and expected outcomes of Ireland's Project Maths and the United States' Common Core State Standards for Mathematics, insights into promoting successful adoption of Common Core in the U.S. can be gained by looking at factors that have supported and/or hindered Irish teacher adoption of Project Maths-related content, pedagogy, and assessment.In this paper, a U.S. mathematics educator summarizes her experiences with and insights into Project Math based on a variety of observations, interviews and interactions with various aspects and players involved in Project Maths.This paper highlights observed strengths and limiting structural and personal factors related to teacher change and adoption of Project Maths.The paper then discusses an integrated framework for considering teacher change and concludes with suggested next steps for continued growth and development of Irish math teachers under Project Maths, as well as implications for professional development of teachers adopting Common Core in the United States.