School of Teaching and Learning Faculty Publications

Document Type



This article describes a performance assessment to use during Common Core-focused professional development and shares insights from research using this assessment regarding about teachers’ comprehension of the Standards for Mathematical Practice (SMPs). We asked 46 teachers from grades K-10 to read and make sense of the SMPs and then role-play a classroom scenario indicative of one SMP. This performance task is called Unpacking the SMPs. Teachers’ interactions during the role-play activity were intended to help them interpret the SMPs. From this role-play activity, PD providers were more aware of teachers’ initial comprehension of the SMPs.

Publisher's Statement

This article was originally published in the NCSM Journal, Summer 2014.

Publication Date

Summer 2014

Publication Title

NCSM Journal of Mathematics Education Leadership


National Council of Supervisors of Mathematics

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