Abstract
This article reports the findings from a comparative analysis that examined several mathematical content strands, reasoning processes, and emphasis on technology in prior K–8 state mathematics standards and the Common Core State Standards for Mathematics (CCSSM). Various methodological tools were utilized to compare and contrast CCSSM with prior state standards. Results suggest four primary types of shifts in CCSSM when compared to prior state standards: (1) changes in grade level(s) at which some mathematical content is taught, (2) changes in the number of grade levels in which particular mathematical topics appear, (3) changes in emphasis (increased/decreased) on particular mathematical topics, and (4) changes in the nature and level of reasoning expectations.
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