Practices, beliefs and cultures of high school mathematics departments: understanding their influence on student advancement

Abstract

This study analyses student advancement through us mathematics curricula as an outcome of departmental organization and patterns of collective teacher beliefs and practices. Evidence from a study of eight high school mathematics departments supports the argument that four key components facilitate students taking additional mathematics courses ‐‐ especially those at advanced levels ‐‐ and scoring higher on mathematics achievement tests. These components are: (1) a rigorous and common curriculum, (2) active commitment to students, (3) commitment to a collective enterprise, and (4) innovative instructional practices. The interaction between these components is discussed.

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