Book Review: Something in Common: The Common Core Standards and the Next Chapter in American Education

2012 ◽  
Vol 192 (1) ◽  
pp. 49-51
Author(s):  
Mary Elizabeth Matthews
Keyword(s):  
Common Core ◽  
Common Core Standards ◽  
American Education ◽  
The Common

Common Core Standards for Mathematical Practice and TPACK

2013 ◽  
pp. 234-249
Author(s):  
Jayme Linton ◽  
David Stegall
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Classroom ◽  
Mathematical Practice ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
The Common

This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK framework to the Common Core State Standards for Mathematics. Classroom scenarios describe how teachers can use the TPACK framework to integrate technology into the Standards for Mathematical Practice from kindergarten to eighth grade. The authors conclude with implications for professional developers, teacher educators, and administrators as they work to develop teachers’ TPACK and prepare teachers for implementing the Common Core State Standards for Mathematics.

Contextualizing Algebraic Word Problems through Story Using Technology

2015 ◽  
pp. 398-415
Author(s):  
Terri L. Kurz ◽  
Barbara Bartholomew ◽  
Amanda Sibley ◽  
Scott Fraser
Keyword(s):  
Language Arts ◽  
Secondary Students ◽  
Common Core ◽  
Word Problems ◽  
Common Core Standards ◽  
Digital Cameras ◽  
The Common ◽  
And Mathematics ◽  
The University

Using stories in mathematics helps students situate mathematics within a context. This chapter presents an activity for the integration of stories and word problems into an algebra course designed for pre-service teachers. The pre-service teachers designed and created stories using technology (digital cameras and PowerPoint) to support algebraic explorations at the elementary and secondary levels based on the Common Core Standards. A balance of technology, language arts, and mathematics content is possible with these stories. The activity can be extended beyond the university classroom by guiding secondary students in creating their own algebraic stories in the classroom.

Common Core Standards for Mathematical Practice and TPACK

2015 ◽  
pp. 92-107
Author(s):  
Jayme Linton ◽  
David Stegall
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Classroom ◽  
Mathematical Practice ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
The Common

This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK framework to the Common Core State Standards for Mathematics. Classroom scenarios describe how teachers can use the TPACK framework to integrate technology into the Standards for Mathematical Practice from kindergarten to eighth grade. The authors conclude with implications for professional developers, teacher educators, and administrators as they work to develop teachers' TPACK and prepare teachers for implementing the Common Core State Standards for Mathematics.

scholarly journals Preschool Literacy and the Common Core: A Professional Development Model

2016 ◽  
Vol 5 (3) ◽  
pp. 236 ◽  
Author(s):  
Donna G. Wake ◽  
Tammy Rachelle Benson
Keyword(s):  
Professional Development ◽  
Common Core ◽  
School Curriculum ◽  
Development Model ◽  
Common Core Standards ◽  
Professional Educators ◽  
Professional Development Model ◽  
The Common ◽  
Preschool Literacy ◽  
K 12

<p>Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A part of this process has included re-aligning professional development models to support implementation of these new standards. While K-12 professional educators have been hard at work in this changeover, little attention has been paid to early childhood contexts and the need of pre-school curriculum to support learners in moving toward new kindergarten goals in the Common Core.</p><p>This study examines the alignment between an existent professional development model for preschool literacy widely employed in one Southern state and the new Common Core Standards. The researcher’s goal was to examine the existent professional development model to determine if the offered curriculum supported teachers in supporting learners’ knowledge and skills expected in a kindergarten classroom preparing students for the common core. The researchers sought to determine where the curriculum supported learners in this new standards environment as well as to recommend revising the professional development content as necessary in light of the new standards. The overarching goal of the study was to support preschool teachers’ abilities to prepare their students for the new expectations for school-based literacy.</p>

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