Document Type

Article

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.

Publisher's Statement

This journal article appeared originally in the Ohio Journal of School Mathematics vol. 67 Spring 2013, pages 12-19.

Publication Date

Spring 2013

Publication Title

Ohio Journal of School Mathematics

Volume

67

Start Page No.

12

End Page No.

19

Publisher

Ohio Council of Teachers of Mathematics

Included in

Education Commons

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