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School leaders and math teachers must therefore understand the instructional implications of CCSS in addition to the content implications. This is why I begin Math CCSS training with a discussion of six shifts in instruction associated with CCSS: Focus: fewer topics covered in greater depth Coherence: connect learning within and across grades Fluency: perform mathematics with speed and accuracy Understanding: use mathematics in complex situations Application: know when and how applying math can solve a problem Dual Intensity: achieve fluency and conceptual understanding/application

In this article, I make a case for student blogs as a tool that can support and extend students’ mathematics proficiency through the Standards for Mathematical Practice.

Teachers who use math journals can easily convert that process to a digital one through blogging.

The act of blogging allows for: students to make their thinking visible students and teachers to give one another feedback students and teachers to keep a record of student progress with mathematics What follows is a definition of the eight Standards for Mathematical Practice and a description of how blogging can enhance and strengthen students’ use of these practices:   Teachers who use math journals can easily convert that process to a digital one through blogging.