The Standards for Mathematical Practice, according to the CCSS document describe the mathematical “habits of mind” that teachers, at all levels, should develop in their students, and without which the content standards cannot be successfully implemented. Attention to the Mathematical Practices connected with content must be enacted in teaching, which will require professional development. Though the CCSS Mathematical Content Standards differ in detail from other content standards, their form is familiar to teachers: a list of things to know. The Mathematical Practices are not so easily condensed into a lesson or unit, not so easily tested and, generally, not so familiar. Content standards are specified grade by grade and build on each other rather than repeating year after year. The Mathematical Practices are different. Though they can be enacted in an appropriate way at any level, they evolve and mature over years rather than days, along with children's cognitive development and the nature and sophistication of the Mathematical Content. It can be expected that the developers of the CCSS, and the states that collaborated in calling for the development of the CCSS, will work with the developers of assessments to ensure that the Mathematical Practices are taken seriously in testing. Hull, Miles, and Balka are writing this book as PD resource to help school and math leaders grapple with the changes that must be addressed, in order to move their teachers toward implementation of the practices required by the CCSS.

Overcoming Resistance to Change: Four Strategies for Teams

Overcoming resistance to change: Four strategies for teams

In regard to student success and achievement in mathematics, educational institutions have been provided an excellent opportunity to do things differently through careful implementation of the CCMS. One point is obvious; business as usual will produce the same mediocre mathematics results. Without significant change in how things are done, the results are predictable.

Unfortunately, many districts will race to adopt the recommendations with hopes of fixing the learning problem. In reality, this hasty approach will merely address one or more of the many symptoms of the problem rather than the true problem. Time is indeed critical, yet investing up-front time in order to determine the correct path is a judicious ...

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