scholarly journals Fostering and modeling the common core standards for mathematical practice in content courses for prospective elementary teachers

2020 ◽  
Vol 17 (2-3) ◽  
pp. 907-937
Author(s):  
Stephanie Bernander ◽  
Jennifer E. Szydlik ◽  
Carol E. Seaman
Keyword(s):  
Elementary Teachers ◽  
Common Core ◽  
Mathematical Practice ◽  
Common Core Standards ◽  
Prospective Elementary Teachers ◽  
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.

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.

What Does Technology Bring to the Common Core Mathematical Practices?

2015 ◽  
pp. 179-204
Author(s):  
Marshall Lassak
Keyword(s):  
Common Core ◽  
Mathematical Practice ◽  
Common Core Standards ◽  
Mathematical Practices ◽  
The Common

This chapter describes how technology can support the implementation of the Common Core Standards for Mathematical Practice. Example problems are provided with details about how dynamic technologies support problem exploration and students' development of the mathematical practices.

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.

The Impact of Investigations and the Interactive Whiteboard on Students’ Mathematical Practice in Investigations Classrooms

2013 ◽  
pp. 263-279
Author(s):  
Linda Boland
Keyword(s):  
Common Core ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Mathematical Practice ◽  
The United States ◽  
Interactive Whiteboard ◽  
Elementary School Mathematics ◽  
Core Content ◽  
The Common ◽  
The Impact

This chapter relates the classroom experiences of 44 teachers across the United States, implementing Investigations in Number, Data, and Space, an elementary school mathematics curriculum. These teachers participated in a “tryout” of Investigations for the Interactive Whiteboard with their students. Investigations for the Interactive Whiteboard was developed in collaboration by Pearson, TERC, and SMART Board. The teachers’ reactions showcase how the use of this technology enhanced the teaching and learning of mathematics. These vignettes illuminate the essence of Common Core Standards for Mathematical Practice (CCSSI, 2010), which describe how students should engage with the mathematical skills and concepts of the Common Core Content. The use of the interactive whiteboard engaged all students, motivated them to participate beyond their norm, allowed modeling of the mathematics which opened access to all students, and encouraged students to explain, argue, and defend their ideas while listening to and critiquing others, the essences of the Standards for Mathematical Practice.

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.

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.

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