• Summary
  • Contents
  • Subject index

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.

Leading the Way for Change
Leading the way for change

If the vision offered by the CCSS initiative is to become reality, it is leaders and leadership that will make it happen. Failure of previous initiatives has not been because of a lack of information or a scarcity of research; rather, failure is due to the inability to translate the intent of the research into purposeful classroom strategies and actions that support and encourage students' mathematical learning, along with the inability of leaders to build and sustain some functional form of leadership teams. The CCSS have clearly identified the content and the necessary mathematical practices. We have provided leaders with the translation of research into specific actions. Now, the future resides with the decisions leaders ...

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