Abstract

This study examined the alignment between the Utah Core Mathematics Standards (UCMS) and the Mathematics Vision Project/Open Up Resources (MVPOUR) curriculum for Secondary Mathematics I, II, and III, as well as the proportion of Utah secondary students potentially exposed to that alignment through district-level curriculum approval. Using a qualitative comparative case study design, UCMS were systematically compared to MVPOUR topic foci to identify horizontal alignment (standards addressed within the intended course), vertical alignment (standards addressed across courses), combined horizontal and vertical alignment, or lack of alignment. Alignment data were recorded using a spreadsheet-based content analysis and independently coded to support reliability. Findings indicated that 84% of UCMS were represented within the MVPOUR curriculum through horizontal, vertical, or combined alignment, and that approved MVPOUR implementation in 16 Utah public school districts potentially reached 76.12% of the state's secondary student population, although alignment varied across content strands and was less consistent in Data Science.

Degree

MA

College and Department

David O. McKay School of Education; Teacher Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2026-07-27

Document Type

Thesis

Keywords

alignment, curriculum, state standards for mathematics, topic focus

Language

english

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