Students’ negative affective performance in mathematics learning is a global problem, and the situation is especially challenging in high-achieving East Asian countries. Taiwan’s Just Do Math (JDM) program was launched to resolve this problem and to serve as an example of successful scaling up with regard to implementation of innovation. We developed a framework consisting of a synthesis of the literature on essentials for successful implementation and for scaling up, and applied this framework for the purpose of identification of the factors contributing to the success of the JDM program. The identified factors include the following: the development of low-complexity sources for teachers’ use and the low degree of adaptation required to sustain fidelity; the consideration of characteristics of adopters to promote innovation outside schools; construction of communication channels to ensure the dissemination of the core ideas of JDM; the feedback mechanism through which participating teachers can acknowledge the relative advantages of innovation as realized in the program; the consideration of the influence of historical, social, political, and economic factors on program implementation; and the efforts to ensure teachers’ in-depth learning, acknowledgment of the promoted principles, and the sustainability of implementation through implementation of JDM activities in regular mathematics classes.
- Affective performance in mathematics learning
- Just Do Math
- Mathematics grounding activity
- Scaling up
ASJC Scopus subject areas