Susan Jo Russell describes a new view of mathematics curriculum in Mathematics Curriculum Implementation: Not a Beginning, Not an End:
“In developing an elementary mathematics curriculum for grades K-5 ... we have developed a view of curriculum materials as a critical component of systemic reform -- not a substitute for the teacher's responsibility and intelligence, but a tool that allows the teacher to do her best work. While the materials do not stand alone, they fill a central role in bringing about change.” (Russell, 1998.)
Investigations in Number, Data, and Space® is designed to provide students with a coherent mathematics program and teachers with pedagogical strategies that help students learn mathematics. However, as we raise expectations for student learning so must we increase expectations for teacher learning. A strong professional development program designed to develop the mathematical expertise required to teach the range of learners found in every classroom supports teachers as they refresh and extend their knowledge. Teachers need time to work together to study the Investigations curriculum, plan and implement lessons together, and analyze student work.
Professional development supports teachers, principals and administrators as they consider their changing role and what they need to know and be able to do to help all students develop mathematical proficiency. Teachers and administrators need time together to plan how to communicate with families and community members about working together to help children become successful with mathematics.