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Anna-Marie Robertson

Common Core State Standards Initiative | Key Points In Mathematics - 0 views

www.corestandards.org/...key-points-in-mathematics

math standards quantity

shared by Anna-Marie Robertson on 06 Jan 11 - Cached
  • In kindergarten,
  • by focusing kindergarten work on the number core: learning how numbers correspond to quantities, and learning how to put numbers together and take them apart
  • high school standards
  • ...1 more annotation...
  • Quantities and their relationships in physical, economic, public policy, social and everyday situations can be modeled using mathematical and statistical methods.
  • Anna-Marie Robertson on 06 Jan 11
     
    I find it interesting that these standards repeatedly refer to quantity reasoning.
Rebecca Patterson

Education Week: Common-Core Math Standards Don't Add Up - 0 views

www.edweek.org/...05wiggins.h31.html

math education learning teaching mathematics standards Common-Core

shared by Rebecca Patterson on 01 Oct 11 - No Cached
  • “Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.”
  • “Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations.”
  • “Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem.”
  • ...5 more annotations...
  • “Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.”
  • “Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning.”
  • “Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure,” and “Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and shortcuts.”
  • Missing entirely from the practice standards is a discussion of how to pose problems, and, more generally, how to ask powerful questions. This is a telling oversight. Unlike in school, real problems are not served up on a platter, fully formed. The standards-writers overlooked the most basic fact of people with genuine math expertise: They find problems!
  • Is it too late to change this? I hope not. Solving our problem of poor mathematics education depends upon it.
  • Rebecca Patterson on 01 Oct 11
     
    Interesting opinion piece about how the new standards in math miss the mark.
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