Related Links
AMTE (Association of Mathematics Teacher Educators)
ASSM (Association of State Supervisors of Mathematics)
CCSS (Common Core State Standards)
COMAP (Consortium for Mathematics and Its Applications)
Horizon Research, Inc.
MAA (Mathematics Association of America)
NSF (National Science Foundation)
PARCC (Partnership for Assessment of Readiness for College and Careers)
SBAC (Smarter Balanced Assessment Consortium)
Learning Trajectories in Mathematics
NCSM has collaborated with NCTM, ASSM, and AMTE in the following activities based on the priority recommendations from the Joint Task Force on the CCSS of the four organizations.
A Priority Research Agenda for Understanding the Influence of the Common Core State Standards for Mathematics
(November, 2011)
In May of 2011, Iris Weiss and Dan Heck, Horizon Research, Inc., received NSF funding to create a Research Agenda for Studying the Influence of CCSS on the Mathematics Education System Nationally. The project began by surveying various leaders of the CCSS development to identify their theories of action for how these standards might influence the system. Project staff and consultants with expertise in mathematics education and policy research identified indicators of the hypothesized influences, and sketched out alternative pathways for studying if/how the CCSS influence the mathematics education system in the U.S., and the impact of that permeation on student learning.
The project was held in May to prioritize and flesh out potential research studies for examining influences of the CCSS (both in the short-term and long-term) in the three channels of influence that are the focus of the project:
- teacher preparation/development
- curriculum
- assessment/accountability
Links:
Full Report Released November 2011
Creating a Research Agenda for Studying the Influence of CCSS on the Mathematics Education System Nationally
(May 25-26, 2011)
Iris Weiss and Dan Heck, Horizon Research, Inc., have NSF funding to create such a research agenda. The project began by surveying various leaders of the CCSS development to identify their theories of action for how these standards might influence the system. Project staff and consultants with expertise in mathematics education and policy research identified indicators of the hypothesized influences, and sketched out alternative pathways for studying if/how the CCSS influence the mathematics education system in the U.S., and the impact of that permeation on student learning.
The project was held in May to prioritize and flesh out potential research studies for examining influences of the CCSS (both in the short-term and long-term) in the three channels of influence that are the focus of the project:
- teacher preparation/development
- curriculum
- assessment/accountability
Links:
Project information
Articulating Research Ideas that Support the Implementation of the Professional Development Needed for Making the Common Core State Standards in Mathematics Reality for K-12 Teachers
(May 12-13, 2011)
This NSF-funded project directed by Karen Marrongelle (Portland State University), Margaret (Peg) Smith (University of Pittsburgh), and Paola Sztajn (North Carolina State University in Raleigh) brought together professional development experts with different perspectives (e.g., mathematics, mathematics education, professional development, educational policy, organizational theory, systems reform) to develop a research-based conceptual framework for the design, implementation, and assessment of large scale professional development systems consistent with the mathematics CCSS. In addition to the four mathematics education organizations, the Mathematical Association of America is a partner in this effort.
Links:
Research-based conceptual framework for the design, implementation, and assessment of large scale professional development systems consistent with the mathematics CCSS (will be posted when made available)
Moving Forward Together: Curriculum and Assessment and CCSS
(April 29-May 1, 2011)
This NSF-funded conference, organized by Sol Garfunkel from COMAP, brought together mathematics curriculum developers, assessment experts, including representatives and stakeholders from the two assessment consortia (PARCC and SBAC), and national, state, and district mathematics education leaders to exchange information and resources so that CCSS assessments can draw upon the best work in mathematics curriculum and assessment. The goals of the conference were to coordinate the field's best guidance on assessment development and ensure new student assessments address the priorities (e.g., mathematical practices) articulated in the CCSS and initiate working partnerships between curriculum materials developers and assessment developers as they move forward in assessment and curriculum development.
Links:
Conference summary including recommendations (coming soon)
Gearing Up for the Common Core State Standards in Mathematics
(April 1-3, 2011)
This policy workshop, organized by the Institute for Mathematics Education, University of Arizona, convened representatives from state departments of education, school districts, the K-12 community, mathematicians, mathematics educators, professional development providers, and policy organizations to develop recommendations for the initial domains of professional development on the CCSS for Mathematics. Participants studied both K-8 and high school standards, including the Standards for Mathematical Practice.
Links:
Conference report describing the recommendations
