Report
Common Core State Standards for Mathematics: Middle School Teachers’ Perceptions
Unpublished
2013
Handle:
https://hdl.handle.net/2376/119172
Abstract
In spring 2013, we surveyed the perceptions of 403 middle school mathematics teachers with regard to the Common Core State Standards for Mathematics (CCSSM) (Common Core State Standards Initiative, 2010). The CCSSM have now been adopted by 45 states, the District of Columbia, and four U.S. territories as of May 2013 and, as a result, constitute a U.S. national intended curriculum in mathematics (Porter, McMaken, Hwang, & Yang, 2010). The overall findings suggest: (1) Middle school mathematics teachers can benefit from professional development that focuses on how to meaningfully incorporate the Mathematical Practice Standards; (2) Professional development needs to focus on pointing out new content compared with previous state curriculum frameworks; and (3) In the absence of CCSSM-aligned curriculum materials, teachers need professional development focusing on how to identify online materials to determine their quality and the degree to which they align with the CCSSM Content Standards and embody the CCSSM Standards for Mathematical Practice.
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Details
- Title
- Common Core State Standards for Mathematics: Middle School Teachers’ Perceptions
- Creators
- Jeffrey ChoppinAmy Roth McDuffieCorey DrakeJon Davis
- Academic Unit
- Education, College of
- Publisher
- Unpublished
- Identifiers
- 99900594655701842
- Language
- English
- Resource Type
- Report