Considering, piloting, scaling and sustaining a research-based precalculus curriculum and professional development innovation

We report a case study of scaling a research-based curriculum and professional development innovation. We describe the Pathways Precalculus Curriculum and Professional Development (PPCPD) project and provide an overview of its development and components. In doing so, we detail how research informed its development and refinement, illustrate why we claim the PPCPD innovation is research-based, and document ways in which it is educative for both instructors and students. We describe results from a case study in which the PPCPD scaled to 13 sites that piloted the innovation, 12 of which locally scaled the innovation and attempted to sustain its use. We report findings from survey and interview data that reveal key variables that led to the sites’ sustaining or not sustaining the PPCPD innovation. We further highlight the importance of conceptualizing curricular scaling as an opportunity for continuous learning among the project leaders, local leaders, and precalculus instructors during all phases (considering, piloting, locally scaling, and sustaining) of the PPCPD. •Educational innovations that can be adapted to new contexts are more scalable.•Scaling an educational innovation is possible with professional development.•Professional dev leaders’ understanding of innovation is critical for scaling.•Research-scaffolded lessons are educative for instructors and foster scaling.•Scaling research-based materials is possible with administrator support.