Professional Development

Proponents of constructivist reforms might argue that the small differences in outcomes are a reflection of failures to properly implement the reforms. Indeed, there are several studies demonstrating that the effects of math curricula on students outcomes are mediated by the quality of implementation of a curriculum

Three schools in Pittsburgh that were weak implementers of a standards-based math curriculum were compared with three schools with similar demographics that were strong implementers. Note that racial differences were eliminated in the strong implementation schools, and that performance soared.

It would be inappropriate, however, to prefer a constructivist math curriculum over another approach based on demonstrations that the constructivist curriculum works better when it is well implemented that when it is not. Everything works better when it is well implemented than when it is not. We need, but do not have, research that compares the costs and effectiveness of contrasting programs that are well implemented.