Common Core State Standards For Mathematics Research Articles

CCSSM: Examining the Critical Areas in Grades 5 and 6

To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics is publishing a series of feature articles. In this fourth installment, authors Polly and Orrill suggest implementation strategies for grades 5 and 6. A final, cohesive article will appear in the August 2012 issue. Authored by Susan Jo Russell, the last piece concentrates on the implementation of the eight Standards of Mathematical Practice (SMP) and the constellations of Practices and Standards.

CCSSM: Teaching in Grades 3 and 4

To support mathematics educators as they consider the implications of the Common Core State Standards for Mathematics (CCSSM) on instruction and assessment, Teaching Children Mathematics is publishing a series of articles. In this third feature of the series, authors Barlow and Harmon suggest implementation strategies for grades 3 and 4. The next article covers additional topics, ideas, and commentary addressing grades 5 and 6.

Call for Manuscripts: Common Core State Standards for Mathematics

In 2010, the Common Core State Standards for Mathematics (CCSSM) document was released. The Teaching Children Mathematics (TCM) Editorial Panel is interested in the next steps that are being taken in school communities to integrate CCSSM into classroom practice. We encourage articles that offer exemplary classroom-tested ideas, insights into integration of grade-level content emphasizing the Standards of Mathematical Practice (SMP), or suggestions regarding challenging issues facing classroom teachers working toward implementation.

Curriculum as a vehicle for reform in U.S. mathematics education

The current decade is likely to witness an unprecedented focus on mathematics curriculum in the U.S. The adoption of the Common Core State Standards for Mathematics (CCSSM) by all but a few states represents a major change in curriculum governance. For the first time ever in the U.S., a large majority of schools, teachers and students will focus on common, specific and grade-level focused learning goals for mathematics. Coupled with mandated common annual grade-level assessments aligned to CCSSM, this initiative is likely to impact other important systems and factors critical to student learning including instruction, curriculum materials, teacher training, and course-taking/graduation policies. This paper provides a summary of current curriculum reform initiatives in the U.S. We provide a brief overview of the current movement toward common (national) curriculum standards in the U.S. We examine some of the procedures used in developing textbooks and discuss some of the challenges textbook authors and publishers face. We reflect on the critical role that mathematics textbooks play in determining the mathematics content students have an opportunity to learn. Finally, we speculate about the future of curriculum materials and the impact of CCSS on school mathematics programs.