Toward a Framework for Research Linking Equitable Teaching With the Standards for Mathematical Practice

2017 ◽  
Vol 48 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Tonya Bartell ◽  
Anita Wager ◽  
Ann Edwards ◽  
Dan Battey ◽  
Mary Foote ◽  
...  
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Teaching Practices ◽  
Research Policy ◽  
Mathematical Practice ◽  
State Standards ◽  
Future Research ◽  
Core State ◽  
Policy And Practice ◽  
Support Students

The Common Core State Standards for Mathematics (CCSSM) do not make any promises about the teaching practices that should be used to support students' enactment of the standards. Thus, equity gets framed as achievable through making the standards a goal for all students. We know from research on past reform efforts that standards without explicit (or companion) teaching practices, and teaching practices without explicit attention to equity, will inevitably result in the failure of the standards to achieve goals for students. This commentary provides a framework for future research that hypothesizes research-based equitable mathematics teaching practices in support of the CCSSM's Standards for Mathematical Practice, connecting research, policy, and practice in order to realize the equity potential of the CCSSM.

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.

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.

21st Century Learning

2021 ◽  
pp. 19-33
Keyword(s):  
21St Century ◽  
Common Core ◽  
Common Core State Standards ◽  
Cognitive Strategies ◽  
State Standards ◽  
21St Century Learning ◽  
Historical Background ◽  
Future Research ◽  
Core State ◽  
Social And Emotional

Decades ago, researchers thought about 21st century learning and created different frameworks. The frameworks were similar and refocused learning from low-level skills to higher cognitive strategies. These frameworks called for thinking, working together, finding information, and problem solving. One popular framework, the Four Cs model, included critical thinking, communication, collaboration, and creativity, which the National Association of Education promoted. The Four Cs framework became popular at the same time Common Core State Standards were distributed. Districts and schools incorporated the Four Cs framework with the Common Core State Standards. Implicit in the Four Cs model is the integration of technology. Over time, the Four Cs was expanded to include social and emotional learning. The insight from the research helps educators to construct a holistic framework. This chapter gives historical background, defines terms, explains a new model called Four Cs Plus SEL, and suggests future research directions.

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 Drawing Conclusions: Analyzing Graphic Novels Alongside American Literacy Standards

2021 ◽  
Author(s):  
◽  
Molly Kathryn Virello
Keyword(s):  
Student Satisfaction ◽  
Common Core ◽  
Common Core State Standards ◽  
Graphic Novels ◽  
State Standards ◽  
Literacy Acquisition ◽  
Graphic Novel ◽  
Future Research ◽  
Core State ◽  
Starting Point

<p>Research problem: This project proposes to address how graphic novels can be applied to American Common Core State Standards, aid student achievement of those standards, and how teachers can approach teaching the graphic novel format in the classroom. It also discusses the visual attributes presented by the images of graphic novels and how those attributes might aid in visual and traditional literacy acquisition. Methodology: A qualitative approach was used to analyse a selection of graphic novel adaptations of classic texts which are used in the American High School classroom. These graphic novel adaptations were analysed using visually reinterpreted criteria and attributes from the Common Core State Standards for Reading Literature. A sample of seven graphic novels were chosen for analysis for this project. Results: The results of this study illustrate how the CCSS can be applied to the images in graphic novels and still be satisfied. The visuals in graphic novel adaptations provide concrete examples of the CCSS criteria expected to be found in text-based novels, and present a way to provide access points to difficult concepts and texts in an educational setting through a visual lens. Implications: This study provides a starting point that teachers and librarians can use to apply CCSS to graphic novels and presents one, non-exhaustive, way which teachers and librarians can apply the CCSS to the classroom. It presents a set of attributes which can be used to judge the effectiveness of a graphic novel to help students achieve CCSS. Librarians and educators may be able to use the criteria presented to build their graphic novel collections so they possess the necessary qualities to aid in student literacy acquisition. Future research on this topic should be broadened to include student testing in grade levels: 9-12, in order to ascertain if the attributes and graphic novels do promote student satisfaction of the standards and aid in visual, critical, multimodal, etc., literacy acquisition. Refining the attributes created for this study is another possibility for future research, as well as developing specific questions which link to CCSS criteria, and testing a broader sample of graphic novels which include original graphic novels, as opposed to adaptations, with the attributes presented in this study.</p>

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