Implementing Common Core Standards for Mathematics: Focus on Problem Solving
Abstract
Utilizing action research as the methodology, this study was developed with the ultimate goal of describing and reflecting on my implementation of one aspect of the Common Core State Standards for Mathematics (CCSSM) in an algebra classroom. This implementation focused on the Problem-Solving Standard of Mathematical Practice (SMP) as described in CCSSM (Making sense of problems and persevere in solving them). The research question that guided my work was the following: How is the Common Core State Standards for Mathematics (CCSSM) Problem-Solving Mathematical Standard enacted in an algebra class while using a Standards-based curriculum to teach a quadratics unit?.I explored this by focusing on the following sub-questions:•Q1. What opportunities to enact the components of the Problem-Solving Mathematical Standard are provided by the written curriculum?•Q2. In what way does the teacher’s implementation of the quadratics unit diminish or enhance the opportunities to enact the components of the ProblemSolving Mathematical Standard provided by the written curriculum?•Q3. In what ways does the teacher’s enactment of problem-solving opportunities change over the course of the unit?Reviewing the literature related to the relevant learning theories (sociocultural theory, the situated perspective, and communities of practice), I outlined the history of CCSSM, National Council of Teachers of Mathematics (NCTM), National Research Council (NRC), and the No Child Left Behind Act of 2001. Exploring the details of CCSSM’s Standards of Mathematical Content (SMCs) and Standards of Mathematical Practice (SMPs), I discussed problem solving, the Problem Solving Components (PSCs) listed in the Problem-Solving SMP of CCSSM, teaching through problem solving, and Standardsbased curricula, such as College Preparatory Mathematics (CPM) which is the algebra curricula I chose for this study.There are many definitions of the construct problem solving. CCSSM describes this construct in unique ways specifically related to student engagement. The challenge for teachers is to not only make sense of CCSSM’s definition of problem solving and its components, but also to enact it in the classroom so that mathematical understanding is enhanced. For this reason, studies revealing how classroom teachers implemented CCSSM, especially in terms of problem solving, are necessary.
Degree
Ph.D.
Advisors
Newton, Purdue University.
Subject Area
Curriculum development
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.