AppId is over the quota
AppId is over the quota
There is little question in my mind that national standards will be a blessing. The crazy quilt of district and state standards will become more rational, student mobility will stop causing needless learning hardships, and the full talents of a nation of innovators will be released to develop a vast array of products and services at a scale that permits even small vendors to compete to widen the field to all educators’ benefit.
That said, we are faced with a terrible situation in mathematics. In my view, unlike the English/language arts standards, the mathematics components of the Common Core State Standards Initiative are a bitter disappointment. In terms of their limited vision of math education, the pedestrian framework chosen to organize the standards, and the incoherent nature of the standards for mathematical practice in particular, I don’t see how these take us forward in any way. They unwittingly reinforce the very errors in math curriculum, instruction, and assessment that produced the current crisis.
Let’s start with the vision. The goal of mathematics education is clear enough: We want students to be able to solve nonroutine and worthy mathematical (or math-related) problems, not just handle simple, discrete, and dull exercises; and we want students to learn to like doing math, see value in it, and therefore develop greater persistence and skill in handling mathematical challenges. Yet, there is not one word in the standards document about building curricula backward from rich, nonroutine, interesting, and authentic problems. As Sol Garfunkel and David Mumford recently noted in a widely read New York Times opinion piece : “This highly abstract curriculum is simply not the best way to prepare a vast majority of high...
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