A large scale cascade model in the context of mathematics curriculum reform: Interactive factor of influence of multipliers’ work.

Abstract

This study aims to know the influences identified by the multipliers on their work with schools, in order to understand the development of the cascade model implemented in the context of a Portuguese national large-scale programme for support mathematics teachers in mathematics curriculum change. 80 multipliers were surveyed with an open-ended questionnaire and the data were analysed with an inductive approach. Multipliers revealed they were affected by interrelated factors from different contexts: their colleagues, the scientific commission, the mathematics teachers and their schools and the Minister of Education. This suggests that the cascade model do not develop in a top down way, neither it is bottom up defined. Instead, it accommodates contrasting influences and its dynamics evolves as conditions change.