id: 06244466
dt: b
an: 2014a.00115
au: Koestler, Courtney; Felton, Mathew D.; Bieda, Kristen N.; Otten, Samuel
ti: Connecting the NCTM process standards and the CCSSM practices.
so: Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN
978-0-87353-708-7/pbk). 123~p. (2013).
py: 2013
pu: Reston, VA: National Council of Teachers of Mathematics (NCTM)
la: EN
cc: B70 D30
ut:
ci:
li:
ab: Publisher’s description: Connecting the standards, improving mathematical
instruction Since their release in 2010, the common core state
standards initiative (CCSSI) has had a profound impact on educational
reform. The adoption of these standards represents an opportunity to
support teachers in the common goal of helping students achieve a
high-quality education. The common core state standards for
mathematics will affect almost every K-12 student and the majority of
the nation’s teachers over the next decade. Although the CCSSM was
created through a top-down approach, spearheaded by the National
Governors Association and the Council of Chief State School officers,
the primary audience and the ultimate users of the standards are
classroom teachers. The focus of this book is on the standards of
mathematical practice outlined in the CCSSM. Although the CCSSM
features these standards prominently, they are not described in detail
and are not integrated into CCSSM’s standards for mathematical
content. As a result, they are easy to overlook or ignore. The ideas
in the standards for mathematical practice are not new but linked to
previous practices and standards articulated by other groups, including
the National Council of Teachers of Mathematics (NCTM). For example,
problem solving and reasoning are at the core of all practices outlined
in CCSSM, just as they have been at the core of NCTM’s vision for
mathematics education since the publication of an agenda for action in
1980. Subsequent NCTM curriculum recommendations, emphasized and
elaborated the role and place of mathematical processes and practices.
The standards of mathematical process outlined in CCSSM, and explored
in greater detail in this book, reaffirm the significance of habits of
mind, mathematical processes, and proficiency as crucial aspects of
learning mathematics. Although the terms and emphasis may be new to
teachers, the main ideas have existed a long time and remain unchanged.
Intended for classroom teachers, this book makes explicit connections
between these related ideas and the CCSSM standards for mathematical
practice. By connecting the CCSSM to previous standards and practices,
the book serves as a valuable guide for teachers and administrators in
implementing the CCSSM to make mathematics education the best and most
effective for all students.
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