It’s not the New Math exactly, but the Common Core calls for sharp changes in how math is taught and ultimately conceived in the earlier grades.
At the heart of the Common Core standards is a move to create classroom discussions that clearly develop students’ number sense by habitually making important connections across the mathematics (Hiebert & Stigler, 2004). Unfortunately, many of the habits students have learned and developed don’t support these important mathematical connections. I created this guide to support teachers, administrators, and parents as they make important shifts in language to support implementation of the Common Core and discussion of sound mathematics.
References
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Carpenter, T.P., Franke, M., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic & algebra in elementary school. Portsmouth, NH: Heinemann.
Chandler, C.C. & Kamii, C. (2009). Giving change when payment is made with a dime: The difficulty of tens and ones. Journal for Research in Mathematics Education, 40 (2), 97-118.
Faulkner, V. (2009). The components of number sense: An instructional model for teachers. Teaching Exceptional Children, 41 (5), 24-30.
Hiebert, J. & Stigler, J. (2004). Improving mathematics teaching. Educational Leadership, 61 (5), 12-17.
Hoven, J. & Garelick, B. (2007). Singapore math: Simple or complex? Educational Leadership, 65 (3), 28-31.
Ma, L. (2010). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. New York, NY: Routledge.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, DC: Authors.
Citation: Faulkner, V.N. (2013). Why the Common Core changes math instruction. Phi Delta Kappan, 95 (2), 59-63.
ABOUT THE AUTHOR
Valerie Faulkner
VALERIE FAULKNER is teaching assistant professor, in the College of Education, North Carolina State University, Raleigh, N.C.
