History about the Common Core Math Standards:

• State-led effort coordinated by the National Governors Association and the Council of Chief State School Officers.
• Developed by: small writing team with input and extensive feedback from representatives of 48 states, including Kansas.
• Final Standards were released June 2, 2010
• Kansas adopted the CCSS on October 12, 2010

The Kansas 15% - Emphasis more so than additional standards that were added

“The Kansas Additions to the Common Core State Standards for Mathematics focus on two major topics: Probability and Statistics as well as Algebraic Patterning. Connections to these topics can actually be found sporadically through the Common Core State Standards document, but they were not addressed with the same level of emphasis that had been historically given to them in Kansas standards. In recognition of the long history in Kansas of the ability for local school districts to make decisions for themselves; the review committee felt strongly that these topics should be set aside from the detail of the main document with enough information provided for each school and/or district to decide how to incorporate them for themselves.”

Watch this short video from The Hunt Institute -  Click on the link below

The Mathematics Standards: How They Were Developed and Who Was Involved

Key Math Advances:

• Focus in early grades on number (arithmetic and operations) to build a solid foundation in math
• Evened out pace across the grades
• Focus on using math and solving complex problems, similar to what would see in the real world in high school
• Emphasis on problem-solving and communication

Design and Organization of the Standards

Standards for Mathematical Content

• K-8 standards presented by grade level
• Organized into domains that progress over several grades
• 2–4  critical areas at each grade level (K-8)
• High school standards presented by conceptual themes (two “pathways” included in Appendix – single subject and integrated)

Standards for Mathematical Practice

• Carry across all grade levels
• Describe habits of mind of a mathematically expert student

Flip Books

Progression Documents-
created by Bill McCallum - Arizona State University (co-writer of the Core)

The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards.

It is important to produce up-to-date versions of the progressions documents. They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics. This would be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks. Progressions documents also provide a transmission mechanism between mathematics education research and standards. Research about learning progressions produces knowledge which can be transmitted through the progressions document to the standards revision process; questions and demands on standards writing can be transmitted back the other way into research questions.

This project is organizing the writing of final versions of the progressions documents for the K–12 Common Core State Standards. The work will be undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing.

Click here - Progession Documents
 

Mathematical Practices

Bill's Blog

K-5

Grades 6-8

High School

Other