A comparison of the implementation of two large-scale innovations in mathematics education: TRIUMPHS and ‘Boost for Mathematics’
Résumé
When evaluating large-scale innovation implementation projects, it is of particular interest to identify which characteristics determine the innovation’s impact on the target group. By analyzing the projects TRIUMPHS and Boost for Mathematics (BM) by their respective designs of professional development and their designs for scaling innovations, we identify influential factors that appear to have been decisive in terms of these innovations’ different impacts. We found that TRIUMPHS’ relative success, compared with the BM, may rest on voluntary participation, flexibility in innovation enactment, in terms of fidelity and adaptation, and a scaling plan resting on the teachers seeking out the innovation rather than the innovation being mandatory for the teachers.
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