The mathematical argument: proponents and opponents of a standardized core

Richardson and Eddy examine the standardized course of study in teaching mathematics in all high school students in the US following the release of the Common Core State Standards by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. The init...

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Bibliographic Details
Published in:American educational history journal 2011-01, Vol.38 (1-2), p.277
Main Authors: Richardson, Connie J, Eddy, Colleen M
Format: Article
Language:English
Subjects:
Academic Achievement
Common Core State Standards
Curriculum planning
Education
Education history
Education policy
High School Students
Management
Mathematics
Mathematics Achievement
Mathematics education
Secondary school students
Standardization
Study and teaching
Teaching methods
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Summary:Richardson and Eddy examine the standardized course of study in teaching mathematics in all high school students in the US following the release of the Common Core State Standards by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. The initiative has revisited the long-standing debate, which is to implement the same education standards for all students across all states in the country. Throughout the previous century and across the states, the amount and level of mathematics required for graduation varied significanfly. War, growth in technology, comparisons among states and with other countries, and changing perceptions of equity, have all contributed to changed requirements. Sample pathways include an integrated mathematics approach of three mathematics courses as well as a traditional approach of Algebra I, Geometry, and Algebra II courses.
ISSN:1535-0584