The Influence of the Common Core State Standards in Mathematics on Mathematics Self-efficacy


Book Description

Most states have adopted the Common Core State Standards in Mathematics (CCSSM) in response to concerns that United States' students are not competitive in international mathematics achievement. The demands on teachers and expectations for students have increased with its implementation. The purpose of this mixed method study was to explore the effect of the implementation of the Common Core State Standards in Mathematics on elementary teachers' perceptions of mathematics self-efficacy. In addition, the study examined teachers' perceptions of principal readiness to lead the implementation and principals' perceptions of teacher readiness to implement the changes. The study also examined principals' self-perceptions of mathematics efficacy and principals' perceptions of central office support for the implementation. Quantitative data were collected from 162 teachers from three urban districts and three suburban districts using a modification of the Mathematics Teaching Efficacy Beliefs Instrument. The qualitative data were collected from semi-structured interviews with 11 building principals and focused on principals' perceptions of teacher, self, and central office readiness to implement the CCSSM. The findings of this study provided evidence that the implementation of the CCSSM has resulted in a decrease in teacher efficacy in mathematics instruction. Principals perceived that teacher readiness for the implementation of the CCSSM depended upon Common Core-aligned text books. Conclusions state the need to increase efficacy for both teachers and principals




The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-efficacy and the Resulting Effects on Their Student Achievement


Book Description

The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.







Understanding Common Core State Standards


Book Description

In June 2010, the Common Core State Standards Initiative released Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects and Common Core State Standards for Mathematics. The goal of these shared national standards? To identify for all stakeholders the knowledge and skills that students must acquire to succeed in college, careers, and the global economy. Now that the Common Core standards are coming to 43 states, the District of Columbia, and Puerto Rico, it is essential to understand their content and implications. Understanding Common Core State Standards tells you everything you need to know about the standards, including * The goals and criteria of the standards and why they are a promising alternative to the old standards-based education model; * The organization and key aspects of the two overarching sets of standards; * The benefits of implementing the standards, including intentional instruction, a greater pool of resources, increased collegiality and professionalism, customized learning and multiple pathways, and a more consistent, equitable learning experience; * What schools can do to transition to the new standards; and * How the common state assessment systems are being developed to provide interactive, enhanced test items; produce specific, timely test results; and provide an indication of students' readiness for college or career. This book is an invitation to think about the possibilities that the Common Core standards offer for strengthening teaching and learning across the United States--and what you can do to make the most of this opportunity for change.




Common Core Sense


Book Description

Since the introduction of Common Core State Standards, many elementary teachers struggled with unpacking these processes and figuring out how to implement them in the classroom. Author Christine Moynihan introduces Common Core Sense: Tapping the Power of Mathematical Practices with the goal of making the eight Standards for Mathematical Practice more accessible and explicit.The Standards for Mathematical Practice provide a solid foundation for encouraging students to think, reason, and persevere like mathematicians. In her book, Moynihan demonstrates what each practice might look, sound, and feel like in the classroom by using the four-part GOLD framework:G - Go for the Goals: What are the major purposes of this practice?O - Open Your Eyes & Observe: What should you see the students doing as they utilize the practice? What should you see yourself doing as the teacher?L - Listen: What should you hear students saying as they use the practice? What should you hear yourself saying?D - Decide What to Do: What actions as a teacher must you put in to place to mine- the gold of the practice?Each chapter is dedicated to one practice and includes student work samples, classroom vignettes, and teacher thoughts. The consistent framework of the book outlines an easy way to learn and deepen the understanding of each practice. It provides teachers the planning and support they need to mine the GOLD.




Common Core Mathematics Standards and Implementing Digital Technologies


Book Description

Standards in the American education system are traditionally handled on a state-by-state basis, which can differ significantly from one region of the country to the next. Recently, initiatives proposed at the federal level have attempted to bridge this gap. Common Core Mathematics Standards and Implementing Digital Technologies provides a critical discussion of educational standards in mathematics and how communication technologies can support the implementation of common practices across state lines. Leaders in the fields of mathematics education and educational technology will find an examination of the Common Core State Standards in Mathematics through concrete examples, current research, and best practices for teaching all students regardless of grade level or regional location. This book is part of the Advances in Educational Technologies and Instructional Design series collection.




Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners


Book Description

Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes—and demonstrates with specific examples from the CCSS—what effective differentiated activities in mathematics look like for top learners. It shares how educators can provide rigor within the new standards to allow students to demonstrate higher level thinking, reasoning, problem solving, passion, and inventiveness in mathematics. By doing so, students will develop the skills, habits of mind, and attitudes toward learning needed to reach high levels of competency and creative production in mathematics fields.




Knowing the Common Core State Standards for Mathematics


Book Description

This study sought to answer the question, "To what extent does participation in the Professional Development Module: Understanding the language of the Common Core State Standards for Mathematics (CCSSM) influence teachers' instructional practices?" The review of existing literature indicated that there are formats and time constraints that can be employed in an effort to maximize any professional learning experience. But these constraints were not specific to the standards, but rather general parameters for any professional learning experience. These characteristics were employed to provide teachers with access to quality professional learning experiences, and to increase the liklihood that the research questions, and most specifically, the role of the CCSSM in the research questions could be explored without inviting questions regarding the length or format of the professional learning experiences. The findings produced the following insight: 1. Participating teachers identified specific learning from the professional development experiences that were evident in practice. 2. Collaboration was a critical component of participants' experience and reported learning from, and observations of practice varied based on proximity to formal professional development experiences. 3. Aspects of reported learning were only partially supported by other measures. The recommendations resulting from these responses invite professional developers to establish a strong understanding of the standards document, but charges that the work not stop there. Professional learning must be ongoing, it must balance formal and informal learning opportunities, and it must recognize that multiple measures should be used when evaluating effectiveness.




Psychology and Mathematics Education


Book Description

Modern Mathematics is constructed rigorously through proofs, based on truths, which are either axioms or previously proven theorems. Thus, it is par excellence a model of rational inquiry. Links between Cognitive Psychology and Mathematics Education have been particularly strong during the last decades. Indeed, the Enlightenment view of the rational human mind that reasons, makes decisions and solves problems based on logic and probabilities, was shaken during the second half of the twentieth century. Cognitive psychologists discovered that humans' thoughts and actions often deviate from rules imposed by strict normative theories of inference. Yet, these deviations should not be called "errors": as Cognitive Psychologists have demonstrated, these deviations may be either valid heuristics that succeed in the environments in which humans have evolved, or biases that are caused by a lack of adaptation to abstract information formats. Humans, as the cognitive psychologist and economist Herbert Simon claimed, do not usually optimize, but rather satisfice, even when solving problem. This Research Topic aims at demonstrating that these insights have had a decisive impact on Mathematics Education. We want to stress that we are concerned with the view of bounded rationality that is different from the one espoused by the heuristics-and-biases program. In Simon’s bounded rationality and its direct descendant ecological rationality, rationality is understood in terms of cognitive success in the world (correspondence) rather than in terms of conformity to content-free norms of coherence (e.g., transitivity).




The Wrong Direction for Today's Schools


Book Description

The Wrong Direction for Today’s Schools: The Impact of Common Core on American Education is an in-depth analysis of the newest national American education fad, intended to replace the 2002 incarnation of the ESEA, No Child Left Behind. Zarra delves into the “seeds” that produced the Common Core Standards, as well as the groups involved in the political and corporate pressure to completely revamp America’s K-16 education system. The author lays out a strong case for political motives involving the advancement for nationalized education, such as those found in select European and Asian nations. Zarra also follows the funding and provides solid documentation and analysis of international and national assessments, and how the funding and assessments proved pivotal in the overhaul of American education. After an analysis of the underpinnings of the Common Core Standards, Zarra critiques the myths and facts of the Common Core, and balances these with the emerging realities impacting average Americans and their families. Zarra’s book is a must-read and will prove to be extremely useful to all who are concerned about public, private, and homeschool education in America.