A Cognitive Core for Common State Standards

Autor/inn/en	Norton, Anderson; Boyce, Steven
Titel	A Cognitive Core for Common State Standards
Quelle	In: Journal of Mathematical Behavior, 32 (2013) 2, S.266-279 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2013.01.001
Schlagwörter	State Standards; Mathematics Skills; Mathematics Achievement; Grade 6; Academic Standards; Mathematical Concepts; Grade 3; Grade 4; Grade 5; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; School year 06; 6. Schuljahr; Schuljahr 06; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik
Abstract	The purpose of this paper is to illustrate cognitive challenges introduced by Common Core State Standards for Mathematics (2010) with regard to conceptualizing fractions. We focus on a strand of standards that appear across grades three through five, which is best represented in grade four, by standard 4.NF.4a: "[Students should] understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4)." We argue that supporting such conceptualizations is a critical challenge for teachers and researchers to address in US education, but one fraught with conceptual hurdles for students. We adopt a scheme theoretic perspective and share the case study of a sixth-grade student, to illustrate the ways of operating students need to develop for meaningful attainment of the new standards. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10