Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States Summary of a Workshop (2015) / Chapter Skim
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3 MATHEMATICS CURRICULUM IN THE UNITED STATES
3 MATHEMATICS CURRICULUM IN THE UNITED STATES
Pages 23-36
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perspective from Hyman Bass, a past president of the International Commission on Mathematical Instruction. It describes how the current reform (the Common Core State Standards [CCSS, or Common Core]
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Also, there are a number of what Remillard called "nongovernmental organizations" with a stake in education: academic organizations; professional organizations, such as the National Council of Teachers of Mathematics (NCTM) ; and political organizations, such as the National Governors Association; and other sorts of organizations.
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Two Reforms The next part of the presentation gave two examples of curriculum reform in the United States, illustrating the four key features mentioned at its beginning. Remillard described the reform that occurred more than 20 years ago with the NCTM's Curriculum and Evaluation Standards for School Mathematics.
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The CCSS was a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers, developed in collaboration with teachers, school administrators, and experts, with the intention of providing a clear and consistent framework to prepare students for college and the workforce.
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Many states wanted to apply for the Race to the Top grants, so they quickly adopted the CCSS. Commercial publishers and noncommercial curriculum developers who want to develop instructional materials that will be purchased by local districts are finding that they need to make changes in their existing materials.
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This kind of dysfunctionality is witnessed in the educational system. Why has the Common Core not usurped local control?
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Kaiser noted that there are significant distinctions between Korea and the United States in curricula, school practice, and teacher education. In considering Korean education, she relied heavily on a special issue of ZDM on "The Balance between Foundation and Creativity -- Features of Korean Mathematics Education." How should continental European traditions be classified with respect to these two countries?
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Continental European curricular traditions and Korean curricula have a remarkable relationship, in contrast to American traditions, amongst others. There are similar pillars in the new Korean curriculum for the lower secondary level (Lew et al., 2012)
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6 Learning progressions are defined as changes in the levels of student thinking as they move toward the goal of instruction in interaction with an ordered set of instructional tasks 4 Gene Wilhoit's statement. Executive director of the Council of Chief State School Officers.
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Compared to past standards, the practice standards are not integrated with the content standards, are less well specified, much less specific than the content standards, and the same across grade levels. This limited guidance from the CCSS regarding how to integrate the standards for practice with the content standards is a concern.
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And they stamp it "aligned to the Common Core." Before the CCSS, textbook companies created textbooks for the larger markets such as Texas, Florida, California, and New York. Publishers also wrote for coverage.
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Because Hawaii is one of 45 states adopting the CCSS, it is now in a position to ask publishers for what it wants. In particular, it is looking for alignment with the CCSS mathematical practices and problem solving.
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A new Common Core Standards for teacher education and development is needed.
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