Critiques of the Common Core in Early Math: A Research-Based Response

Autor/inn/en	Clements, Douglas H.; Fuson, Karen C.; Sarama, Julie
Titel	Critiques of the Common Core in Early Math: A Research-Based Response
Quelle	In: Journal for Research in Mathematics Education, 50 (2019) 1, S.11-22 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Common Core State Standards; Mathematics Instruction; Mathematics Teachers; Kindergarten; Grade 1; Grade 2; Grade 3; Primary Education + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Primarbereich
Abstract	We respond to a call to analyze issues of curriculum standards and to present alternative storylines by addressing criticisms of the Common Core State Standards in early childhood. We describe a storyline from multiple media and evaluate this storyline's criticisms, focusing on the criticism that the standards are developmentally inappropriate. We review research and conclude that the criticism is invalid and may reflect a historical belief in the primacy of development over learning rather than the research record. Misinterpreting or ignoring relevant research has equity consequences because it may particularly harm those children most in need of learning support in learning grade-level mathematics. Fortunately, theory and research illuminate learning trajectories that help all children meet these standards. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01