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.

CCSSM: Teaching in Grades 3 and 4

2012 ◽  
Vol 18 (8) ◽  
pp. 498-507 ◽  
Author(s):  
Angela T. Barlow ◽  
Shannon Harmon
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Implementation Strategies ◽  
State Standards ◽  
Core State ◽  
Mathematics Educators ◽  
The Common

To support mathematics educators as they consider the implications of the Common Core State Standards for Mathematics (CCSSM) on instruction and assessment, Teaching Children Mathematics is publishing a series of articles. In this third feature of the series, authors Barlow and Harmon suggest implementation strategies for grades 3 and 4. The next article covers additional topics, ideas, and commentary addressing grades 5 and 6.

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.

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.

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.

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.

CCSSM: Keeping Teaching and Learning Strong

2012 ◽  
Vol 19 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Susan Jo Russell
Keyword(s):  
Education Reform ◽  
Common Core State Standards ◽  
Teaching And Learning ◽  
Mathematical Practice ◽  
State Standards ◽  
Core State ◽  
Feature Article ◽  
Mathematics Educators ◽  
The Common ◽  
September Issue

To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics launched a series of articles beginning in the February 2012 issue. In this concluding installment, we concentrate on the implementation of the eight Standards of Mathematical Practice and the constellations of Practices and Standards. In the September issue, Matthew Larson follows up the series with a feature article that looks at CCSSM through the lens of mathematics education reform history and asks the provocative question, Will CCSSM Matter in Ten Years?

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