Opportunities to learn fractions in elementary mathematics classrooms

In this study we addressed 2 questions: (a) How can we document opportuniti es to learn aligned with the NCTM Standards? (b) How can we support element ary teachers' efforts to provide such opportunities? We conducted a study o f the effect of curriculum (problem solving vs. skills) and professional de velopment (subject-matter focused vs. collegial support) on practices and l earning. From analyses of videotapes and field notes, we created 3 scales f or estimating students' opportunities to learn. Analyses of fractions instr uction in 21 elementary classrooms provided evidence of the technical quali ty of the indicators and indicated that support for teachers' knowledge may be required for a problem-solving curriculum to be beneficial.