Overcoming a Common Storm: Designing Professional Development for Teachers Implementing the Common Core
Publisher:
Ohio Council of Teachers of MathematicsCitation:
Ohio Journal of School Mathematics, no. 67 (2013), 12-19.Abstract:
Classroom implementation of the Common Core State Standards for Mathematics
(CCSSM) requires significant professional development that develops teachers’ understanding of
the mathematics content and practice standards. This professional development must begin with
the content and pedagogical needs of the teachers it serves. This study examined elementary and
middle school teachers’ perceived mathematics content needs related to the CCSSM mathematics
content domains, their perceived pedagogical needs, and the connection between these perceptions
and statewide assessment data. K-5 teachers indicated a great need in Operations and Algebraic
Thinking and Numbers and Operations on Fractions. Middle school teachers expressed a major
need in better understanding modeling, statistics and probability, geometry and measurement,
and proportional reasoning. Furthermore, teachers’ perceived mathematics content needs aligned
with their previous students’ high-stakes test performance. In light of these findings, we discuss
implications for designing CCSSM-related professional development.
Type:
ArticleISSN:
2472-5986 (print)Rights:
This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the bounds of Fair Use or other exemptions to copyright law must be obtained from the copyright holder.Items in Knowledge Bank are protected by copyright, with all rights reserved, unless otherwise indicated.