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.

PARCC States Vote to Shorten Test Time and Simplify Test Administration

http://parcconline.org/parcc-states-vote-shorten-test-time

An Open Letter to the Education Community

May 20, 2015
Concerns Regarding the Use of EdReports Mathematics Materials Reviews

NCTM/NCSM Open Letter
Press Release

New Math Tool

The Council of Chief State School Officers (CCSSO), with support from the National Science Foundation (NSF), has developed the Math Tool to summarize current research and promising practices about the skills and knowledge teachers need to teach college and career ready math standards in their classrooms.

2012 National Survey of Science and Mathematics Education (NSSME) Briefing Book

The 2012 National Survey of Science and Mathematics Education Briefing Book consists of slides showing results from the 2012 NSSME, which can be drawn upon for creating presentations about K-12 science and mathematics education. It follows the structure of the Report of the 2012 National Survey of Science and Mathematics Education and consists of 13 sets of PowerPoint slides. The first set of slides describes the study design, instruments, and response rates. It also includes an "acknowledgement" slide that should be included in any presentation utilizing Briefing Book slides. The remaining sets of slides correspond to chapters 2-7 of the 2012 NSSME report, with two sets of slides for each chapter (one for science and one for mathematics).

www.horizon-research.com/2012nssme/research-products/briefing-book

PARCC Sample Test Questions Now Ready for Computer Practice

The sample items were available previously as downloadable printouts. The sample items have gone through a rigorous review process to ensure they are of high quality and are similar to the types of items students will see when the test is fully operational in spring 2015. The sample items are available at www.parcconline.org/computer-based-samples. To get a true understanding of the range of rigor, item types and functionalities, users are encouraged to try out items across all grades and to provide feedback. The sample items will not be scored. (January 2014)

www.parcconline.org/parcc-sample-test-questions-now-ready-computer-practice

The Stereotypes About Math That Hold Americans Back

The Stereotypes About Math That Hold Americans Back
by Jo Boaler (November 2013)

Speed doesn't matter, and there's no such thing as a "math person." How the Common Core's approach to the discipline could correct these misperceptions.

Mathematics Leadership at Work: Recognizing and Leveraging Mathematical Trajectories in Teaching and Learning (Part I)

Teaching and learning trajectories describe how concepts, skills, and student understanding, grow over time. Participants using this module will have an initial opportunity to deepen their understanding of:

I.the ways in which concepts, skills, and practices are developed over time in the Common Core State Standards; and
II.implications that an awareness of learning trajectories will have for instruction, curriculum, and instructional materials.

See the Powerpoint Mathematical Trajectories Part 1

Common Core State Standards for Mathematics

Statement by Presidents of CBMS Member Professional Societies
(July 2013)

Fifteen presidents of the professional societies that make up the Conference Board of the Mathematical Sciences, including NCSM President Valerie Mills, have signed a statement of "strong support" for the Common Core State Standards for Mathematics. The statement calls the Common Core State Standards "an auspicious advance in mathematics education."

The Common Core State Standards for Mathematics Talking Points (July 2013)

"The Mathematical Education of Teachers II"

by Bob Kansky (June 2013)

The following is a summary of key points from the Conference Board of the Mathematical Sciences (CBMS) 2012 report titled The Mathematical Education of Teachers II (MET II). This summary was prepared by Bob Kansky (), Professor Emeritus at the University of Wyoming. MET II updates, reiterates, and elaborates themes of the 2001 CBMS publication The Mathematical Education of Teachers (MET I). The complete MET II report also includes (a) an appendix that overviews the CCSS mathematics content for grades K-12 and (b) an appendix that presents the eight CCSS Standards for Mathematical Practice.

Summary of the MET II report (100 pages including references)

Standard Algorithms in the Common Core State Standards

Standard Algorithms in the Common Core State Standards
by Fuson, K. and Beckmann, S.
NCSM Journal Fall/Winter 2012-2013

"The Mathematical Education of Teachers II
(MET II)"

(November, 2012)

CBMS Releases New Report on the Mathematical Education of Teachers

What mathematics do teachers need to know?

How can mathematicians aid teachers in learning this mathematics, in collaboration with others responsible for teacher education?

This report updates The Mathematical Education of Teachers (published in 2001) and extends its scope from preparation to professional development in the context of the Common Core State Standards for Mathematics.

The report's central themes are:

  • There is intellectual substance in school mathematics-at every grade level.
  • Proficiency with school mathematics is necessary but not sufficient mathematical knowledge for a teacher.
  • The mathematical knowledge needed for teaching differs from that of other professions.
  • Mathematical knowledge for teaching can and should grow throughout a teacher's career.

The report may be downloaded free at the Conference Board of the Mathematical Sciences web site: www.cbmsweb.org/MET2.

Links:
Full Report Released November 2012

Supporting Implementation of the Common Core State Standards for Mathematics: Recommendations for Professional Development

(March, 2012)

The recommendations in this report are intended to support large-scale, system-level implementation of professional development initiatives aligned with the Common Core State Standards for Mathematics (CCSSM). Over the course of the project, researchers and expert practitioners worked to integrate various perspectives on this challenge into a set of design recommendations for creating, sustaining, and assessing professional development systems for practicing mathematics teachers. These recommendations are intended to build upon, rather than replicate the features of effective professional development identified in prior research. The recommendations take into account the important role teachers will play in making the standards a reality and recognize that attending to the professional development of practicing mathematics teachers in light of the CCSSM is a requirement for the successful implementation of the new standards. This NSF-funded project involved principal investigators, Paola Sztajn, Karen Marrongelle, and Peg Smith.

Links:
Full Report Released March 2012

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:

  1. teacher preparation/development
  2. curriculum
  3. 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:

  1. teacher preparation/development
  2. curriculum
  3. 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

Common Core State Standards for Mathematics

CCSS for Mathematics (expanded)
Model pathways for HS Mathematics

2010 CSMC CCSS Conference Summary

2010 CSMC CCSS Conference Summary

Joint Position Papers

Mathematics Education Organizations Unite to Support Implementation of Common Core State Standards?

CPRE (Consortium for Policy Research in Education)

Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction

This new report "builds on arguments published elsewhere to offer a working definition of the concept of learning trajectories in mathematics and to reflect on the intellectual status of the concept and its usefulness for policy and practice." It includes recommended next steps for research and development, and for policy.