Document Type

Conference Proceeding

Abstract

Classroom implementation of the Common Core State Standards (CCSS) requires significant professional development that is sustained over time, develops teachers understanding of the Standards for Mathematical Practice, and begins with the content and professional needs of the teachers it serves. This study examines elementary and middle school teachers’ perceived content needs related to the CCSS mathematics content domains, their perceived professional 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. K-9 teachers perceived professional needs and implications for designing professional development for inservice teachers are discussed.

Publisher's Statement

Conference proceedings from the 39th Annual Meeting of the Research Council on Mathematics Learning, Charlotte, North Carolina, February 23-25, 2012.

Publication Date

2-23-2012

Publication Title

39th Annual Meeting of RCML

Start Page No.

162

End Page No.

172

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Education Commons

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