The Impact of Open-Ended Tasks

2013 ◽  
Vol 20 (5) ◽  
pp. 277-280
Author(s):  
Dorothy Varygiannes
Keyword(s):  
Common Core ◽  
Teaching And Learning ◽  
Guest Editorial ◽  
Positive Impact ◽  
Mathematics Classroom ◽  
Core State ◽  
Early Mathematics ◽  
State Initiatives ◽  
The Common ◽  
The Impact

This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint. This month's guest editorial provides the platform for individuals to reflect on the positive impact that open-ended tasks can play in the teaching and learning of early mathematics. Classroom examples of open-ended expectations establish the immediate tie to fostering both 21st century skills and the Common Core State initiatives.

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.

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.

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.

Winning the future for mathematics teaching and learning

2012 ◽  
Vol 19 (1) ◽  
pp. 5-7
Author(s):  
Robinson Marlene
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Teaching And Learning ◽  
State Standards ◽  
Core State ◽  
Education Community ◽  
The Common ◽  
Mathematics Teaching And Learning ◽  
High Standards ◽  
Academic Year

As we launch the 2012–2013 academic year, we find ourselves positioned for the natural renewal of focus and energy that often accompany presidential election years. We recognize that in addition to the weak economy, state and national reductions to education resources can create their own challenges to the mathematics education community as we adopt common curriculum standards. More than forty U.S. states are collectively endeavoring to meet the challenge of understanding and implementing the Common Core State Standards for Mathematics (CCSSM) with fidelity to both the Content and the Mathematical Practices (CCSSI 2010). Other states and regions we serve are also renewing their commitment to quality mathematics instruction and assessment that meets high standards.

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.

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

2013 ◽  
pp. 510-525
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.

Sign in / Sign up

Export Citation Format

Share Document