Shifts in the Common Core
The Common Core State Standards for Mathematics build on the best of existing standards and reflect the skills and knowledge students will need to succeed in college, career, and life. Understanding how the standards differ from previous standards—and the necessary shifts they call for—is essential to implementing them.
The following are the key shifts called for by the Common Core:
1. Focus strongly where the Standards focus
2. Coherence: Think across grades and link to major topics within grades
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity
What are the big shifts from the old California standards?
The 1997 California Standards for Mathematics included numerous topics per grade level and an emphasis on procedural fluency. In contrast, the Common Core State Standards for Mathematics include fewer topics in more depth, a more thoughtful progression of concepts throughout the grades, and a balance of emphasis between conceptual understanding, procedural fluency, and application of mathematics.
How are conceptual understanding and fluency connected?
In this article, "Fluency Without Fear", Jo Boaler discusses fluency, number sense, and how students can learn math facts at the same time they are developing conceptual understanding.
The following are the key shifts called for by the Common Core:
1. Focus strongly where the Standards focus
2. Coherence: Think across grades and link to major topics within grades
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity
What are the big shifts from the old California standards?
The 1997 California Standards for Mathematics included numerous topics per grade level and an emphasis on procedural fluency. In contrast, the Common Core State Standards for Mathematics include fewer topics in more depth, a more thoughtful progression of concepts throughout the grades, and a balance of emphasis between conceptual understanding, procedural fluency, and application of mathematics.
How are conceptual understanding and fluency connected?
In this article, "Fluency Without Fear", Jo Boaler discusses fluency, number sense, and how students can learn math facts at the same time they are developing conceptual understanding.
In this informative video, Jo Boaler, Professor of Education at Stanford University, discusses research evidence behind the reasons Common Core mathematics is needed in the US. She addresses the tasks and questions used in mathematics classrooms, mindset, problem solving, advancement, and tracking.
