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Articles about the Common Core and Math Instruction

Page history last edited by mark.trushkowsky@mail.cuny.edu 10 years, 6 months ago

 

 

This practice guide provides five recommendations for improving students’ mathematical problem solving in grades 4 through 8. This guide is geared toward teachers, math coaches, other educators, and curriculum developers who want to improve the mathematical problem solving of students. The five recommendations are (1) Prepare problems and use them in whole-class instruction, (2) Assist students in monitoring and reflecting on the problem-solving process, (3) Teach students how to use visual representations, (4) Expose students to multiple problem-solving strategies, and (5) Help students recognize and articulate mathematical concepts and notation.

 

 

  • Teaching Children Mathematics Series on The Common Core and Mathematics Instruction

A series of five articles that Teaching Children Mathematics published to support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment.

 

In the first article, the authors examine the structure of the Standards document and its major ideas.

 

In this article, the authors suggest implementation strategies for K–grade 2, many of which are applicable to lower level adult numeracy students.

 

In this article, the authors suggest implementation strategies for grades 3 and 4. This article looks at how the Common Core Standards are different from the old content objectives

 

 In this article, the authors suggest implementation strategies for grades 5 and 6, focusing on teacher actions and using cognitively demanding mathematical tasks to simultaneously address grade-level Common Core State Standards for Mathematics as well as the Standards for Mathematical Practice.

 

 How might we use the Common Core State Standards for Mathematics to keep the deep learning of every student at the center of our work?

 

 

The Common Core State Standards for Mathematical Practice will require teachers to strengthen students' numerical reasoning and mental math skills.

 

 

 

 

A paper by Judit Moschkovich, University of California, Santa Cruz (Click here, to watch a video in which Judit Moschkovich talks about teaching math for conceptual understanding with ELL students. "ELLs may not speak like mathematicians right away, but teachers can build on the mathematical reasoning they’re already doing.")

 

 

 


 

 

 

 

 

 

 

 

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