scholarly journals A NEW AGE IN MATHEMATICS EDUCATION IN THE U.S.: INTERPRETING THE COMMON CORE STATE STANDARDS FOR MATHEMATICS

2012 ◽  
Vol 20 (4) ◽  
pp. 493-505
Author(s):  
Jihwa Noh ◽  
Nan Huh ◽  
Ho-Kyoung Ko
Keyword(s):  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
New Age ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
The U.S

Book, Product, and Software Reviews

2017 ◽  
Vol 22 (7) ◽  
pp. 445-447
Keyword(s):  
United States ◽  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
The United States ◽  
State Standards ◽  
Mathematical Education ◽  
Core State ◽  
Teachers And Students ◽  
The Common

This book was originally written for the Thirteenth International Congress on Mathematical Education (ICME–13), which was held in July 2016, in Hamburg, Germany. The book contains valuable information for anyone wanting to gain knowledge about mathematics education in the United States, past and present. Readers can find historical information on the organization and policies of education, ranging from kindergarten through college. Data on student achievement (in the United States and internationally) and information about mathematics curricula are also included. Readers will also find discussion about teacher preparation with regard to mathematics education, the Common Core State Standards for Mathematics (CCSSM), and the types of programs and resources available for mathematics teachers and students.

Research Commentary: Unpacking the Links Between Equitable Teaching Practices and Standards for Mathematical Practice: Equity for Whom and Under What Conditions?

2019 ◽  
Vol 50 (4) ◽  
pp. 349-361 ◽  
Author(s):  
Filiberto Barajas-López ◽  
Gregory V. Larnell
Keyword(s):  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
Teaching Practices ◽  
Mathematical Practice ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
Equitable Teaching Practices

In their commentary, “Toward a Framework for Research Linking Equitable Teaching with the Standards for Mathematical Practice,” Bartell et al. (2017) provide a stepping-stone into the challenge of clarifying the interface between equity and standards setting in mathematics education by devising a framework that relates the Common Core State Standards for Mathematics to an explicit articulation of equitable teaching practices. In this commentary, we respond to this proposed framework and aim to clarify some key elements. Furthermore, we draw on our own positionings and scholarly interests to critique and bolster the framework by focusing on the tensions related to co-opting the Common Core for equity-oriented purposes, the framework's relationship to neoliberalism, and the role of racialized rhetoric and nondominant family and community knowledge.

Principles to Actions: Mathematics Programs as the Core for Student Learning

2014 ◽  
Vol 107 (9) ◽  
pp. 656-658
Author(s):  
Daniel Brahier ◽  
Steve Leinwand ◽  
DeAnn Huinker
Keyword(s):  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
National Council ◽  
Core State ◽  
Evaluation Standards ◽  
The Core ◽  
The Common ◽  
Systemic Improvement

The National Council of Teachers of Mathematics (NCTM) launched the “standards-based” education movement in North America in 1989 with the release of Curriculum and Evaluation Standards for School Mathematics, an unprecedented action to promote systemic improvement in mathematics education. Now, twenty-five years later, the widespread adoption of the Common Core State Standards for Mathematics (CCSSM) by forty-five states provides an opportunity to reenergize and focus our commitment to significant improvement in mathematics education (CCSSI 2010).

Challenging the Research Base of the Common Core State Standards

2013 ◽  
Vol 42 (7) ◽  
pp. 381-391 ◽  
Author(s):  
David A. Gamson ◽  
Xiaofei Lu ◽  
Sarah Anne Eckert
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
The Common

The Back Page: My Favorite Lesson: Modeling Exponential Decay

2013 ◽  
Vol 107 (5) ◽  
pp. 400
Author(s):  
Alison L. Mall ◽  
Mike Risinger
Keyword(s):  
Data Collection ◽  
Exponential Decay ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Statistics And Probability ◽  
The Common

Our favorite lesson, an interactive experiment that models exponential decay, launches with a loud dice roll. This exploration engages students in lively data collection that motivates interest in key components of the Common Core State Standards for Mathematics: functions, modeling, and statistics and probability (CCSSI 2010).

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