Why Math Standards?

Why Standards? 

Why did the Colorado math standards need revising?

The math standards in the state of Colorado needed more objectivity, consistency, and lucidity. They wanted to create standards that prepared their graduates for the workforce. Our research stated, In Colorado, “teams of Pre-K, K-12, higher education, and business members were convened to create standards with more clarity, rigor, and coherence. Standards were designed with the end in mind starting with the competencies required of a postsecondary or workforce-ready graduate” (JIU, 2010, EDU518, Module 1, Theme 2).
For an example, “CDE is removing the repetitive language from grade to grade by only listing a standard at the grade level it is expected to be mastered by students. CDE is letting districts, schools, and teachers decide how to build up to that mastery and for how long. For example, a particular algebra standard might be listed for 7th grade, but students will need to be introduced to that topic in 5th grade and take three years to build to mastery level” (Johnson, 2009).

What drove the creation of the Common Core State Standards for Mathematics?

We will start answering this question by offering some statistics and research. “Only 6 percent of U.S. students perform at the advanced-proficiency level in math, a share that lags behind kids in some 30 other countries, from the United Kingdom to Taiwan. However, what happens when we break down the results? Do any individual U.S. states wind up near the top? Incredibly, no. Even if we treat each state as its own country, not a single one makes it into the top dozen contenders on the list. The best performer is Massachusetts, ringing in at No. 17. Minnesota also makes it into the upper-middle tier, followed by Vermont, New Jersey, and Washington. And down it goes from there, all the way to Mississippi, whose students—by this measure at least—might as well be attending school in Thailand or Serbia” (Ripley, 2010). 
The Common Core State Standards for Mathematics were created because our country needed to do a better job of preparing our American students for college and eventually a career. Our research stated, “For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that is “a mile wide and an inch deep.” These Standards are a substantial answer to that challenge” (CCSSI, n.d.).
Ultimately, the goals of The National Mathematics Advisory Panel and the Common Core State Standards are to improve the mathematics performance of U.S. students by creating greater focus and coherence in the curriculum (JIU, 2010, EDU518, Module 1, Theme 2).

How will the standards in Ohio impact you as a secondary math teacher?

The State Board of Education in Ohio adopted the Common Core State Standards in English, Language Arts, and Mathematics. The standards will be effective when newly aligned assessments are implemented in 2014-2015 (ODE, 2011). During the fall and summer of 2010 the teachers across Ohio worked together to generate instructional strategies that aligned with the new standards. 

“Ohio’s academic content standards in mathematics are made up of six standards:

    Number, Number Sense and Operations Standard
    Measurement Standard
    Geometry and Spatial Sense Standard
    Patterns, Functions and Algebra Standard
    Data Analysis and Probability Standard
    Mathematical Process Standard” (ODE, 2011). 
The secondary math teacher will be impacted by the new standards for mathematics in Ohio. Ohio districts are asking teachers to “Get to know the Common Core State Standards for Mathematics through both grade-level and vertical teams, in professional learning communities where possible. In addition, support teachers in envisioning what the Standards for Mathematical Practice will look like in their classrooms. The Standards for Mathematical Practice are the core of mathematical learning” (ODE, 2011). Ohio teachers are currently learning and understanding the new learning progressions. Ohio teachers are being asked to look for ways to use previous mathematics in service of new ideas (at grade level) rather than reteaching mathematics that students should have learned in previous grades (ODE, 2011). 
The Ohio Department of Education actually did a wonderful job breaking down the new standards, and explaining how to learn and implement them for their teachers. They broke down the learning progressions by grade level and offered detailed instruction on each section. Finally, they provided multiple resources for help as Ohio teachers were learning the new standards. 
In conclusion, we have discussed why Colorado math standards needed revising, and what drove the creation of the Common Core State Standards for Mathematics. Finally, we covered how the new standards in Ohio would affect a secondary math teacher. 

References

CCSSI. (n.d.). Common core standards for mathematics. The Working Group. Retrieved from http://www.mathed.net
Johnson, R. (2009). CCTM 2009: An overview of the new standards/revisions to the high school math standards. Mathed.net. Retrieved from http://www.mathed.net
Jones International University. (2011). The national standards initiative - how and why. In Module 1. Theme 2: National standards and Colorado academic standards. EDU518: Instructional Methods for Secondary Mathematics. Jones International University. Retrieved October 4, 2011, from the JIU Course database.
ODE. (2011). Mathematics common core state standards and model curriculum. Ohio department of education teaching. Retrieved from http://www.education.ohio.gov
Ripley, A. (2010). Your child left behind. Atlantic Magazine. Retrieved from http://www.theatlantic.com