Developing a visual model to represent the implementation of an ambitious mathematics program

We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform. Visual models can be both conceptual and empirical, representing aspirational and theoretical perspectives while simultaneous...

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Bibliographic Details
Published in:Frontiers in education (Lausanne) Vol. 10
Main Authors: Choppin, Jeffrey, Al, Saliha, Li, Junnan, Wilkes, Charles E., Calleros, Ernesto Daniel
Format: Journal Article
Language:English
Published: Frontiers Media S.A 21.05.2025
Subjects:
ambitious mathematics teaching
educational reforms
mathematics education
qualitative analysis
visual models
ISSN:2504-284X, 2504-284X
Online Access:Get full text
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Summary:We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform. Visual models can be both conceptual and empirical, representing aspirational and theoretical perspectives while simultaneously incorporating empirical details specific to the context. Integrating conceptual and empirical aspects leads to tensions in managing the complexity of the model. Our process began with a simple model that guided our empirical work, which involved qualitative analysis. As we explored the systems and resources associated with the implementation of the ambitious mathematics program, the model took on more detail and complexity, both conceptually and empirically. In subsequent iterations of the model, we encountered tensions in balancing conceptual and empirical purposes, as well as challenges in displaying its emerging complexity.
ISSN:2504-284X
2504-284X
DOI:10.3389/feduc.2025.1579921