The common core state standards for mathematics

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The Common Core State Standards for Mathematics Common Core Development • Initially 48 states and three territories signed on • As of November 29, 2010, 42 states have officially adopted • Final Standards released June 2, 2010, at www.corestandards.org • Adoption required for Race to the Top funds Common Core Development • Each state adopting the common core either directly or by fully aligning its state standards may so in accordance with current state timelines for standards adoption not to exceed three (3) years • States that choose to align their standards to the common core standards accept 100% of the core States may add additional standards Benefits for States and Districts • • • • Allows collaborative professional development based on best practices Allows development of common assessments and other tools Enables comparison of policies and achievement across states and districts Creates potential for collaborative groups to get more economical mileage for: – Curriculum development, assessment, and professional development Characteristics • Fewer and more rigorous • Aligned with college and career expectations • Internationally benchmarked • Rigorous content and application of higher-order skills • Builds on strengths and lessons of current state standards • Research based Intent of the Common Core • The same goals for all students • Coherence • Focus • Clarity and Specificity Coherence • Articulated progressions of topics and performances that are developmental and connected to other progressions • Conceptual understanding and procedural skills stressed equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned Focus • Key ideas, understandings, and skills are identified • Deep learning of concepts is emphasized – That is, time is spent on a topic and on learning it well This counters the “mile wide, inch deep” criticism leveled at most current U.S standards Clarity and Specificity • Skills and concepts are clearly defined • Being able to apply concepts and skills to new situations is expected Grade Level Overview Grade Level Overview Critical Areas – similar to NCTM’s Curriculum Focal Points Format of K-8 Standards Grade Level Domain Format of K-8 Standards Standard Cluster Standard Cluster Format of High School Domain Standard Cluster Common Core - Domain • Domains are overarching big ideas that connect topics across the grades • Descriptions of the mathematical content to be learned elaborated through clusters and standards Common Core - Standards • Standards are content statements An example content statement is: “Use properties of operations to generate equivalent expressions.” • Progressions of increasing complexity from grade to grade Common Core - Clusters • May appear in multiple grade levels in the K-8 Common Core There is increasing development as the grade levels progress • What students should know and be able to at each grade level • Reflect both mathematical understandings and skills, which are equally important High School Conceptual Categories • The big ideas that connect mathematics across high school – such as Functions or Probability and Statistics • A progression of increasing complexity • Description of mathematical content to be learned elaborated through domains, clusters, and standards High School Pathways • The CCSSM Model Pathways are two models that organize the CCSSM into coherent, rigorous courses • The CCSSM Model Pathways are NOT required The two sequences are examples, not mandates High School Pathways • Four years of mathematics: – One course in each of the first two years – Followed by two options for year three and a variety of relevant courses for year four • Course descriptions – Define what is covered in a course – Are not prescriptions for the curriculum or pedagogy High School Pathways • Pathway A: Consists of two algebra courses and a geometry course, with some data, probability and statistics infused throughout each (traditional) • Pathway B: Typically seen internationally that consists of a sequence of courses each of which treats aspects of algebra, geometry and data, probability, and statistics Additional Information • For grades preK-8, a model of implementation can be found in NCTM’s Curriculum Focal Points www.nctm.org/cfp • For the secondary level, please see NCTM’s Focus in High School Mathematics: Reasoning and Sense Making www.nctm.org/FHSM Acknowledgments • Thanks to the Ohio Department of Education and Eric Milou of Rowan University for providing content and assistance for this presentation
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