Integrating Multimedia Animations to Support Common Core State Standards in Mathematics Classrooms

2015 ◽  
pp. 258-267
Author(s):  
Jesus Trespalacios ◽  
Karen Trujillo ◽  
Lida J. Uribe-Flórez
Keyword(s):  
Common Core ◽  
Mathematical Practice ◽  
State Standards ◽  
Core State ◽  
Common Core State Standard ◽  
Mathematical Concepts ◽  
Support Materials ◽  
Mathematics Classrooms ◽  
The Common ◽  
Math Concepts

Multimedia animations offer students the context required to apply mathematical concepts to support their understanding. This chapter shares information about the NSF-funded Math Snacks, short animations designed to target specific math concepts that students may find difficult, including ratio and proportion. Additionally, the authors offer research-based guidelines for integrating these animations in the math classroom in a way that supports the Standards for Mathematical Practice. The chapter concludes with an introduction to the support materials available at www.mathsnacks.org for teachers who wish to use animations to support the Common Core State Standard for Mathematics in the middle grades.

Using the iPad to Develop Preservice Teachers’ Understanding of the Common Core State Standards for Mathematical Practice

2013 ◽  
pp. 370-386
Author(s):  
Mary Grassetti ◽  
Silvy Brookby
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematical Practice ◽  
State Standards ◽  
Habits Of Mind ◽  
Mathematics Methods ◽  
Core State ◽  
The Common

The Standards for Mathematical Practice as delineated in the Common Core State Standards for Mathematics describe the processes, proficiencies, and habits of mind that students are expected to develop through their engagement with mathematics (Dacey & Polly, 2012). The purpose of this chapter is to discuss, anecdotally, how the iPad, a tablet computer designed by Apple ™, can be used to develop preservice teachers’ understanding and implementation of the Standards for Mathematical Practice, most specifically Mathematical Practice Standard 3: Construct viable arguments and critique the reasoning of others. Under examination are the authors’ experiences using the iPad as an observational tool during student teaching and as a teaching tool in their mathematics methods courses. The chapter concludes with suggestions for additional uses of the iPad to support preservice teachers as they work to develop their understanding of the Standards for Mathematical Practice.

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.

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.

CCSSM: Examining the Critical Areas in Grades 5 and 6

2012 ◽  
Vol 18 (9) ◽  
pp. 566-573 ◽  
Author(s):  
Drew Polly ◽  
Chandra Orrill
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Mathematical Practice ◽  
Implementation Strategies ◽  
State Standards ◽  
Core State ◽  
Critical Areas ◽  
Mathematics Educators ◽  
The Common

To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics is publishing a series of feature articles. In this fourth installment, authors Polly and Orrill suggest implementation strategies for grades 5 and 6. A final, cohesive article will appear in the August 2012 issue. Authored by Susan Jo Russell, the last piece concentrates on the implementation of the eight Standards of Mathematical Practice (SMP) and the constellations of Practices and Standards.

Delving Deeper: The Diver Problem: The Surfer Problem in 3D

2013 ◽  
Vol 106 (9) ◽  
pp. 710-714
Author(s):  
Dean B. Priest ◽  
Ronald G. Smith ◽  
Christin Carlisle ◽  
Rebecca Mays
Keyword(s):  
Infinite Series ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematical Practice ◽  
State Standards ◽  
Core State ◽  
Inquiry Approach ◽  
Calculus Students ◽  
The Common

Mathematics is not a “handbag of tricks” but rather a discipline of inquiry and creativity, as Nabb (2010-11) notes, and he has shared his methods and excitement for the inquiry approach. By engaging calculus students in a search for examples of infinite series that meet certain conditions, or arguments that such series do not exist, Nabb appropriately aligns his teaching with the Standards for Mathematical Practice found in the Common Core State Standards (CCSSI 2010). In particular, three Standards for Mathematical Practice come to mind: (a) “make sense of problems and persevere in solving them”; (b) “reason abstractly and quantitatively”; and (c) “model with mathematics” (CCSSI 2010, pp. 6-8).

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.

Teaching and Learning the Common Core State Standards in Mathematics with Web 2.0 Tools

2015 ◽  
pp. 214-227
Author(s):  
Jeffrey Hall ◽  
Lucy Bush ◽  
William Lacefield
Keyword(s):  
Web 2.0 ◽  
Common Core ◽  
Common Core State Standards ◽  
Teaching And Learning ◽  
State Standards ◽  
Core State ◽  
Mathematical Concepts ◽  
Web 2.0 Tools ◽  
Technological Tools ◽  
The Common

With the initial implementation of the Common Core State Standards in Mathematics (CCSSM) currently under way across much of the United States and the continuing evolution and expansion of educational technology, it is imperative that teachers not only understand the new Common Core content expectations but also know how to incorporate the Common Core Standards for Mathematical Practice using technological tools. As teacher educators of pre-service and in-service K-12 teachers, the authors have developed and utilized a variety of methods to introduce the CCSSM and technology tools to our students. Among these methods are a heavy emphasis on mathematical problem solving and the use of Web 2.0 tools, both by us and our students, to illustrate mathematical concepts, promote exploration, and assess understanding. Asking pre-service and in-service teachers to produce their own CCSSM-aligned Web 2.0 creations is an effective way to teach the new standards while introducing them to the latest technological tools. With technology becoming ever more vital in the teaching and learning of mathematics, it is essential that teachers develop expertise in promoting the CCSSM with the latest technological tools.

Employing Digital Tools to Support Writing in Mathematics and the Implementation of the Common Core State Standards

2014 ◽  
pp. 419-430
Author(s):  
Christie Martin ◽  
Drew Polly
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Digital Tools ◽  
Core State ◽  
School Students ◽  
Mathematical Concepts ◽  
The Common

The Common Core State Standards in Mathematics and English/Language Arts necessitate that teachers provide opportunities for their students to write about mathematical concepts in ways that extend beyond simply a summary of how students solve mathematical tasks. This chapter describes a series of vignettes about how digital tools can provide elementary school students with the opportunity to write about mathematics concepts that they are working with. Implications for providing these opportunities to elementary school students and supporting teachers are also provided.

Teaching and Learning the Common Core State Standards in Mathematics with Web 2.0 Tools

2015 ◽  
pp. 379-397
Author(s):  
Jeffrey Hall ◽  
Lucy Bush ◽  
William Lacefield
Keyword(s):  
Web 2.0 ◽  
Common Core ◽  
Common Core State Standards ◽  
Teaching And Learning ◽  
State Standards ◽  
Core State ◽  
Mathematical Concepts ◽  
Web 2.0 Tools ◽  
Technological Tools ◽  
The Common

With the initial implementation of the Common Core State Standards in Mathematics (CCSSM) currently under way across much of the United States and the continuing evolution and expansion of educational technology, it is imperative that teachers not only understand the new Common Core content expectations but also know how to incorporate the Common Core Standards for Mathematical Practice using technological tools. As teacher educators of pre-service and in-service K-12 teachers, the authors have developed and utilized a variety of methods to introduce the CCSSM and technology tools to our students. Among these methods are a heavy emphasis on mathematical problem solving and the use of Web 2.0 tools, both by us and our students, to illustrate mathematical concepts, promote exploration, and assess understanding. Asking pre-service and in-service teachers to produce their own CCSSM-aligned Web 2.0 creations is an effective way to teach the new standards while introducing them to the latest technological tools. With technology becoming ever more vital in the teaching and learning of mathematics, it is essential that teachers develop expertise in promoting the CCSSM with the latest technological tools.

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