Core State Standards

Introduction3

US Challenges for Implementing CCSSM4

The Issue of Quality4

The Issue of Equality6

The Challenges for Mathematic Teachers7

Complexity in Teaching9

An Extensive Problem9

Teaching CCSSM to Moderate and Severe Disabled Students10

Early Years Math Curriculum in the UK12

Regional Variations in the Early Years Math Curriculum13

Scottish Children's Progression toward Math14

Potentials of CCSSM15

Disability of CCSSM16

Survey for CCSSM17

Recommendations18

Emphasize on the Material of CCSSM18

Produce and Adapt Developmental Materials in CCSSM18

Plan Features of CCSSM supporting teacher learning19

Build Rational CCSSM Programs19

Prepare Educated Facilitators19

Educate Stakeholders regarding CCSSM20

Consistent Access of CCSSM20

Conclusion21

References22

Introduction

The Common Core State Standards for Mathematics (CCSSM) was published in the year 2010 and this includes a complete collection of standards that are published and reviewed as a 'common core' in which skills of math have been extensively adopted (Gewertz 2012, pp. 88-96). The recommendations provided in these standards have been entirely or partially adapted by more than 47 states of the US. In the same year, support was given by different associations and councils operating in the US such as NCSM, AMTE and NCTN on the following mentioned standards:

Mathematical practices should be developed by all the students that includes making connection, solving problems, recognizing mathematical ideas various representations, corresponding with thought processes and rationalizing the reasoning.

Both procedural and conceptual knowledge is needed by all the students relating to topic of mathematics and it is their need to realize the way in which these two knowledge types are linked.

Opportunities of reasoning and sense making are required by all the students for the curriculum of mathematics and they should believe that subjects of mathematics are achievable, sensible and worthwhile (Reborn 2013, pp. 112-119).

A spectacular departure in the education of the US has been represented by adaption of CCSS by more than 46 states of the country. National efforts in the past for enhancing education have been directed by the federal government and have concentrated on organizational structure or resources (Gifford 2004 pp. 58-63). The Common Core State Standards in math and language arts in contrast were made under the state government's leadership for enhancing the content of teaching (Gewertz 2012, pp. 88-96). For creating these new standards, an incredible commitment of time, money, and human resources has served by the authorities and more efforts will be served on implementing these standard. If the Common Core initiative objectives are realized, nearly each public school student in the United States for the first time will be exposed to the same content, particularly in grades 1-8. The new math standards will address two venerable issues in the education of US in which one is the ordinary quality of mathematics learning and other is unequal opportunity in U.S. schools. To be precise, the Common Core State Standards have the capability for improving both quality and equality in mathematics education (Gifford 2004 pp. 58-63).

US Challenges for Implementing CCSSM

The Issue of Quality

There are widespread evidences regarding education of mathematics in the US that it is insufficient and inadequate for the students and there are only 26% 12th grade students who have been able to reach ...