Comparative Study on Mathematics Curriculum and Contents of Early Childhood Education in Korea and the United States based on Common Core State Standards(CCSS) and New Jersey Preschool Standards

2018 ◽  
Vol 28 (3) ◽  
pp. 333-354
Author(s):  
Sun-young Yu ◽  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Comparative Study ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Curriculum ◽  
The United States ◽  
State Standards ◽  
Core State ◽  
Childhood Education

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.

scholarly journals Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110171
Author(s):  
Karen C. Fuson ◽  
Douglas H. Clements ◽  
Julie Sarama
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
State Level ◽  
State Standards ◽  
Core State ◽  
Learning Standards ◽  
Early Learning Standards

Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Council’s report Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity but that they were included as kindergarten standards to ensure that all children had an opportunity to learn these crucial competencies. The helpful analysis in their article of the variability across present state early childhood standards indicates that the kindergarten Common Core State Standards–Mathematics need to remain unchanged for the same reason. We suggest that research funding in early childhood is better spent on research on high-quality instructional contexts for all children than on survey research. And we address the important question of what more-advanced children should learn in kindergarten by pairing standards those children already know with crucial standards that need a lot of time and attention.

scholarly journals A Comparison of The Mathematical Processes Embedded in The Content Standards of Turkey and Singapore

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Evrim Erbilgin
Keyword(s):  
Data Analysis ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Curriculum ◽  
Mathematical Practice ◽  
State Standards ◽  
Data Sources ◽  
Content Standards ◽  
Core State ◽  
The Common

This study compares Turkey's and Singapore's mathematics content standards in terms of the highligthed mathematical processes. A mathematical processes framework was employed to analyze the content standards drawing on the standards for mathematical practice defined by the Common Core State Standards for Mathematics. The standards for mathematical practice include make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, look for and express regularity in repeated reasoning. The data sources are 2013 mathematics curriculum standards of Turkey and 2013 mathematics syllabus of Singapore for grades 7 and 8. Data analysis revealed that the two countries reflected mathematical processes differently in their content standards. Some mathematical processes are not identified in Turkey's content standards  while all mathematical processes are observed in Singapore's content standards. The distribution of the observed mathematical processes are also different in the two countries. Suggestions for future content standards revisions are shared in the paper.

New Assessments for New Standards: The Potential Transformation of Mathematics Education and Its Research Implications

2013 ◽  
Vol 44 (2) ◽  
pp. 340-352 ◽  
Author(s):  
James E. Tarr ◽  
Erica N. Walker ◽  
Karen F. Hollebrands ◽  
Kathryn B. Chval ◽  
Robert Q. Berry III ◽  
...  
Keyword(s):  
No Child Left Behind ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Curriculum ◽  
Mathematical Practice ◽  
State Standards ◽  
Assessment Instruments ◽  
Core State ◽  
The Common ◽  
K 12

During the past 2 decades, significant changes in mathematics curriculum standards and policies have brought greater attention to assessment instruments, practices, purposes, and results. In moving toward stronger accountability, the No Child Left Behind Act (NCLB) of 2001 (NCLB, 2002) mandates that school districts receiving funding under NCLB formulate and disseminate annual local report cards that include information on how students and each school in the district performed on state assessments. This mandate has not only facilitated a growth in state testing (Wilson, 2007) but also influenced the teaching of mathematics (Seeley, 2006). More recently, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) crafted and launched the Common Core State Standards for Mathematics (NGA Center & CCSSO, 2010), which have been formally adopted by the vast majority of U.S. states and territories. The Common Core State Standards for Mathematics (CCSSM) specifies standards for mathematical content by grade in K–8 and by conceptual categories at the secondary level and identifies key Standards for Mathematical Practice that should be present in K–12 instruction. The CCSSM represents an unprecedented initiative to raise academic standards in school mathematics that will inevitably influence the development of curriculum materials, teaching, and assessment practices.

Two Models for Evaluating Alignment of State Standards and Assessments: Competing or Complementary Perspectives?

2013 ◽  
Vol 44 (3) ◽  
pp. 550-580 ◽  
Author(s):  
Jill A. Newton ◽  
Sarah E. Kasten
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
The United States ◽  
State Standards ◽  
Core State ◽  
Mathematics Standards ◽  
Grade Levels ◽  
Enacted Curriculum ◽  
Alignment Tool ◽  
The Common

The release of the Common Core State Standards for Mathematics and their adoption across the United States calls for careful attention to the alignment between mathematics standards and assessments. This study investigates 2 models that measure alignment between standards and assessments, the Surveys of Enacted Curriculum (SEC) and the Webb Alignment Tool (WAT), by examining the use of these models in 3 grade levels in 3 states. Findings indicate affordances and limitations of both models and suggest that, when taken together, the criteria of the WAT coupled with the alignment index and tile charts of the SEC provide a variety of perspectives on the alignment between standards and assessments.

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