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.
Chapter 5: Attaining the Common Core Practices
Attaining the Common Core Practices
At this point in our book, leaders and teachers have addressed two strategies that support change like that indicated in the CCSS and student practices. Leaders have created leadership teams that work to (1) promote adoption by avoiding rejection as well as to (2) maintain a focus on student success. In Chapter 5, leaders, teachers, and teams specifically work to move forward in adopting required changes specific to the Standards for Mathematical Practice.
In Chapter 3, readers were provided with a Levels of Adoption form (Figure 3.1) for assistance in working with teacher groups as they manage change. The form helps leaders reflect on their teachers, and organize initiators, earlier adopters, later adopters, and perhaps resisters. ...