Call for Manuscripts: Common Core State Standards for Mathematics

2012 ◽  
Vol 18 (8) ◽  
pp. 515
Keyword(s):  
Common Core ◽  
Grade Level ◽  
Common Core State Standards ◽  
Classroom Practice ◽  
Mathematical Practice ◽  
State Standards ◽  
Classroom Teachers ◽  
Core State ◽  
School Communities ◽  
The Common

In 2010, the Common Core State Standards for Mathematics (CCSSM) document was released. The Teaching Children Mathematics (TCM) Editorial Panel is interested in the next steps that are being taken in school communities to integrate CCSSM into classroom practice. We encourage articles that offer exemplary classroom-tested ideas, insights into integration of grade-level content emphasizing the Standards of Mathematical Practice (SMP), or suggestions regarding challenging issues facing classroom teachers working toward implementation.

Call For Manuscripts: Common Core State Standards For Mathematics

2012 ◽  
Vol 19 (3) ◽  
pp. 201
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Classroom Practice ◽  
State Standards ◽  
Classroom Teachers ◽  
Core State ◽  
School Communities

The TCM Editorial Panel is interested in the next steps that are being taken in your school communities to address the expectations outlined in CCSSM. In addition, we want to learn more about how classroom teachers are integrating CCSSM into their classroom practice.

Call for Manuscripts: Common Core State Standards for Mathematics

2014 ◽  
Vol 20 (7) ◽  
pp. 463
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Classroom Practice ◽  
State Standards ◽  
Classroom Teachers ◽  
Core State ◽  
School Communities

The Teaching Children Mathematics (TCM) Editorial Panel is interested in the next steps that are being taken in your school communities and in learning how classroom teachers are integrating the CCSSM into their classroom practice.

Call for Manuscripts: Common Core State Standards for Mathematics

2013 ◽  
Vol 19 (9) ◽  
pp. 581
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Classroom Practice ◽  
State Standards ◽  
Classroom Teachers ◽  
Core State ◽  
School Communities

The TCM Editorial Panel is interested in the next steps that are being taken in your school communities to address the expectations outlined in CCSSM. Additionally, we want to learn more about how classroom teachers are integrating CCSSM into their classroom practice.

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).

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