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Next Steps– Getting to Know the Common Core Through: The Mathematical Practices

Next Steps– Getting to Know the Common Core Through: The Mathematical Practices. Mathematics- Module D Diana Roscoe & Crystal Lancour. Last one!!!. Connecting Process to Content.

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Next Steps– Getting to Know the Common Core Through: The Mathematical Practices

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  1. Next Steps– Getting to Know the Common Core Through: The Mathematical Practices Mathematics- Module D Diana Roscoe & Crystal Lancour Last one!!!

  2. Connecting Process to Content Mathematics experiences in early childhood settings should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics. Mathematical process goals should be integrated in these content areas. —National Research Council, 2009 (CCSS, p. 3)

  3. Continual Emphasis on How Students Learn In addition, the “sequence of topics and performances” that is outlined in a body of mathematics standards must also respect what is known about how students learn. (CCSS, p. 4)

  4. Mathematical Practice #1 • “Make sense of problems and persevere in solving them.”

  5. Directions for Reading Activity • Read Mathematical Practice #1 on page 6 of the CCSS document. • Then read Process Standard #5 from the DE standards (found in the K–8 or 9–12 version). • Using pages 1-2 of the reading guide, compare the two document, • Using page 3 of the reading guide and only MP#1, find descriptions or examples of how diverse learners approach the problem solving process.

  6. Knowing What Mathematical Understanding and Proficiency Look Like • Mathematical [conceptual] understanding and proceduralskill are equally important, and both are assessable using mathematical tasks of sufficient richness. • (CCSS, p. 4)

  7. The Standards for Mathematical Content are a balanced combination of procedure and understanding. (CCSS, p. 8)

  8. “Students who lack understanding of a topic may rely on procedures too heavily.” Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. (CCSS, p.8)

  9. Planning for Instruction Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content Thank you! Crystal & Diana

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