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Common Core State Standards Initiative

Common Core State Standards Initiative

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- 1. The Need for theCommon CoreStandardsDr. Jenny K. Tsankova
- 2. The Pendulum in the History of Math Education• Understanding and skills• Problem solving and computational procedures• What traditionally has been considered developmentally appropriate mathematics education and research about what students can do.
- 3. TIMSS 1995, 1999 and videos studies• Breadth vs. depth• Procedures rather than concepts• Memorization rather than understanding• Low expectations• Concrete thinking (rather than abstract thinking)• Lack of problem solving on an everyday basis
- 4. Organizations participated increating the CCSS:• National Governors Association (NGA)• Council of Chief State School Officers (CCSSO)• Standards for College and Career Readiness for Mathematics and English/LA (Achieve, College Board, ACT)
- 5. Why the CCSS?• They are COMMON, they are CORE, they are National (45 states)• Teaching is viewed through the lenses of mathematical PRACTICES• Mathematics standards are fewer, focused, coherent, clear, specific within and across grade levels• Mathematics curriculum is built on the base of recent research-based and evidence-based learning progressions, and mathematical principles.
- 6. Why the CCSS?• The content and applications are rigorous• Both conceptual understanding and procedural skills are emphasized• Designed with college and career readiness in mind• Field for building a database of common national curriculum resources
- 7. The CCSS Present Challenges and Opportunities Why are they challenging?•CCSS Assessments not available for several years(2014-2015 deadline).•Textbooks and assessments are not yet aligned withthe CCSS.•Critical to recognize that CCSS are not “business asusual”•It is not about aligning or checking off CCSSstandards grade-by-grade with existing mathematicsstandards
- 8. The CCSS Present Challenges and Opportunities (cont.)• The practices are now essential for mathematics education as they have been in reading and writing.• The practices are not separated from the content• There is the belief that not all students can engage in mathematical practices• We have to let go of some mathematical topics and learn to teach other ones• Lack of professional development
- 9. Whole Number Fluency
- 10. What do mathematicians do? ~ or ~ What does it mean to do mathematics?
- 11. Standards for Mathematical Practice• Similar to NCTM’s Process Standards• Standards for MP are how students learn• Content standards is what students learn• CCSS have identified 8 Math Practice standards• This course will focus on how these Practice Standards are learned and how we can teach them.
- 12. PARCC –Item Development, 2012• One can teach content without practices (sadly); but not practices without content.• • The Mathematical Practices should be authentically connected to specific content.• • The Mathematical Practices should be involved in all assessment components.

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