Based on case study information, it was possible to build an understanding of the kind of organizational dynamics that are conducive to the development of promising efforts linking the NCTM Standards to school-to-work reform. However, survey information suggested that typical integration efforts around the nation can be characterized by low levels of instructor collaboration, simplistic integration formats, and a rather low emphasis on the NCTM Standards vision. Not surprisingly, few instructors reported familiarity with key documents informing mathematics/STW reform movements. Further, although case study sites reported an optimistic assessment of their emphasis in linking the NCTM Standards to emerging vocationalism, an analysis of the individual nature and extent of these efforts revealed a more modest qualification. Overall, designing worthwhile problems involving significant mathematics along with authentic pedagogy facilitating critical thinking appears to be the main challenge to advancing integration.
Concurrently, programmatic supports (e.g., planning time), relevant professional development, and appropriate resources are needed to maintain instructor collaboration. This is particularly important since at each of the sites negotiating curricular changes with mathematics faculty, in particular, was a challenging task. Mathematics faculty appeared reluctant to embrace the full array of changes across sites. Although they may support some restructuring of curriculum, reluctance to change seemed to grow when they felt the integrity of specific content may be threatened by integrated instructional practices. In all cases, a small group of innovative faculty fueled integration efforts and struggled to gain additional support from their peers.
Considering these limitations, it is not surprising that linking mathematics and school-to-work reform in NCTM Standards-based integrated curricula is evolving very slowly, if at all, both at the secondary and the postsecondary level.
In conclusion, study findings are both humbling and promising. Given the extent of mathematics integrated efforts, it looks as if only a handful of institutions are committed to serious comprehensive reforms linking mathematics/career curriculum, instruction, and assessment. Even organizations with substantial efforts underway appear to be struggling in moving toward authentic, integrated instruction guided by the NCTM Standards. Tying the mathematics and career curriculum with the NCTM Standards vision is a very complex task requiring deep changes bridging disciplinary walls and well-entrenched notions on instruction and assessment. The scope and nature of current efforts reflect this complexity.
What seems promising is the realization that it is possible to make authentic mathematics/career curriculum connections. Ground-breaking experiences and related research can provide a useful frame of reference for advancing current efforts. For instance, the theory for integrated learning deriving from case study findings is supported by research on organizational change suggesting that effective restructuring should involve a comprehensive focus on student-centered learning, authentic pedagogy, school organizational capacity, and external support.