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Arial&Monotype Typography ?%g+Comments on the Common Core State Standards!Martha K. Smith
JMM, January 2011&"I. CSSS are a step forwardNGA has credibility
Flexibility in implementation
Process receptive to input from professional societies (e.g., ASA) and other stakeholders
Efficiency and effectiveness: development and sharing of materials
Student mobility
\\C>YULII.How Math Departments and Societies Can Help with Preservice Preparation MJ$4FFor elementary teachers: Require at least two (preferably three) math content courses focused on deepening understanding of elementary math content.
For secondary teachers: Require at least one math content course focused on deepening secondary math content.
Give careful attention to materials and staffing for these courses.G
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Preservice secondary math teachers need at least two probability/statistics courses.
The standard math stat sequence is not adequate.
Utah State: Composite Mathematics and Statistics Education Major
Us !# $$((@,,0044
,Middle grades preservice math teacher programs need special attention
Varying state certification requirements may require different programs
Needs are in between elementary and secondary
Some focused courses needed
Often a Stepchild
Overlaps with elementary math specialist dF
9H.*,,
SExample of First Day Activity for Focused Preservice Middle Grades/Secondary CourseTS"H
Students are asked to translate a word description into equations.
The translating problem is one that might be on the state s Algebra I End of Course Exam
Students are also asked to describe their thinking in doing the translation.
2ZCYL(Example continued)%Most students
translate the problem to equations
proceed to solve the equations
give their thinking for the solving process.
When directed to the actual instructions, many students are not able to explain their thinking.
One purpose of the course is to help them be able to explain.hZrZZa
`=,17&III. More Considerations re Statistics'&&Statistics `" mathematics
Analogy: physics
Statistics and probability require acceptance of uncertainty
Teachers often have difficulties with the spiral curriculum, and with inserting probability/statistics into other courses.X<}
IV.Looking AheadThe CCSS will need to be revised.
But not too soon.
Have mercy on the teachers!
Revision needs to be informed by implementation efforts.
Implementation efforts need to be informed by possible revisionsl4z 9@,
Meanwhile & Math needs to work more with other fields for math (and stat) across the curriculum.
The Quantitative Literacy community needs to continue developing to be able to give organized input to include Citizenship along with Career and College Readiness in the CCSS.&W
X At no time or place in history have the mathematical and statistical reasoning demands on any people achieved the level that they have in the US now. & [U]nless US education meets this challenge, many students will be unable to prosper and US democratic processes will be undermined.
Omission of "citizenship" in the heading only flags the problem. The standards themselves reflect this omission with only periodic passing references to solving problems concerning situations in the contemporary (really) real world. Missing the opportunity to make this critical adjustment in US K-12 mathematics and statistics will be rather tragic.
-- Bernie Madison in ACE review of CCSS .&6a) ` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғq>9y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@ " @ ` n?" dd@ @@``PR @ ` `p>>~(
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Arial&Monotype Typography ?%g+Comments on the Common Core State Standards!Martha K. Smith
JMM, January 2011&"I. CSSS are a step forwardNGA has credibility
Flexibility in implementation
Process receptive to input from professional societies (e.g., ASA) and other stakeholders
Efficiency and effectiveness: development and sharing of materials
Student mobility
\\C>YULII.How Math Departments and Societies Can Help with Preservice Preparation MJ$4FFor elementary teachers: Require at least two (preferably three) math content courses focused on deepening understanding of elementary math content.
For secondary teachers: Require at least one math content course focused on deepening secondary math content.
Give careful attention to materials and staffing for these courses.G
)?
$$((
,,B00C4488,)\
Preservice secondary math teachers need at least two probability/statistics courses.
The standard math stat sequence is not adequate.
Utah State: Composite Mathematics and Statistics Education Major
Us !# $$((@,,0044
,Middle grades preservice math teacher programs need special attention
Varying state certification requirements may require different programs
Needs are in between elementary and secondary
Some focused courses needed
Often a Stepchild
Overlaps with elementary math specialist dF
9H.*,,
SExample of First Day Activity for Focused Preservice Middle Grades/Secondary CourseTS"H
Students are asked to translate a word description into equations.
The translating problem is one that might be on the state s Algebra I End of Course Exam
Students are also asked to describe their thinking in doing the translation.
2ZCYL(Example continued)%Most students
translate the problem to equations
proceed to solve the equations
give their thinking for the solving process.
When directed to the actual instructions, many students are not able to explain their thinking.
One purpose of the course is to help them be able to explain.hZrZZa
`=,17&III. More Considerations re Statistics'&&Statistics `" mathematics
Analogy: physics
Statistics and probability require acceptance of uncertainty
Teachers often have difficulties with the spiral curriculum, and with inserting probability/statistics into other courses.X<}
IV.Looking AheadThe CCSS will need to be revised.
But not too soon.
Have mercy on the teachers!
Revision needs to be informed by implementation efforts.
Implementation efforts need to be informed by possible revisionsl4z 9@,
Meanwhile & Math needs to work more with other fields for math (and stat) across the curriculum.
The Quantitative Literacy community needs to continue developing to be able to give organized input to include Citizenship along with Career and College Readiness in the CCSS.&W
X At no time or place in history have the mathematical and statistical reasoning demands on any people achieved the level that they have in the US now. & [U]nless US education meets this challenge, many students will be unable to prosper and US democratic processes will be undermined.
Omission of "citizenship" in the heading only flags the problem. The standards themselves reflect this omission with only periodic passing references to solving problems concerning situations in the contemporary (really) real world. Missing the opportunity to make this critical adjustment in US K-12 mathematics and statistics will be rather tragic.
-- Bernie Madison in ACE review of CCSS .&6a)r.