Reaction to the Common Core State Standards 1: Carol Findell Go to Articles

 

In general, this document presents a clear directive for a more consistent, challenging, concise, and connected mathematics curriculum for all students in grades K–12. It does away with the spiraling notion – that if we keep re-teaching the same concept every year, students will eventually “get it”. This is a positive step.

While we can debate about the order of topics, or the grade level chosen for any particular topic, the general outline seems sensible and achievable. For example, I was at first upset that I didn’t see algebra as a strand in grades K–5. However, a more careful look found at least four statements about algebraic properties and reasoning in each of these grades.

One of the criticisms that I have seen is that the skill development for addition and subtraction is too fast and too short. I maintain that we have not in the past taken time to CAREFULLY develop the concepts needed to maintain skill and fluency. If concepts are developed carefully, AND connected to procedures, procedural fluency will follow.

We have consistently underestimated what students can do at early grade levels. I believe that this document sets higher, but achievable goals. It is not perfect, but without something like this, we will not more forward.

Carol R. Findell, EdD
Clinical Associate Professor
Mathematics Education
Boston University

Carol Findell is co-author of two ORIGO series: ZUPELZ and The Think Tank (Problem Solving). You can read reaction to the Common Core standards from co-author Carole Greenes here. These articles are the opinions of the author and do not necessarily reflect the views of ORIGO Education.