Presentation
Conceptualizing CCSSM Mathematical Practices on Tasks and Empirical Works
35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
(2013)
Abstract
The Common Core State Standards for Mathematics contains both mathematical content and
practices for grades K-12. Many researchers focus on the content, but overlook how the
practices are embedded within tasks. Each practice includes a brief description that people
interpret multiple ways. This study conceptualizes the practices and uses the framework to code
two textbook series on bivariate data tasks to determine if students are exposed to the
mathematical practices within the textbooks. Initial results indicate that the tasks provide
opportunities for students to attend to precision but not to look for and express regularity in
repeated reasoning.
Keywords
- Curriculum analysis,
- Data analysis,
- Statistics
Disciplines
Publication Date
2013
Location
Chicago, IL, United States
Comments
This paper was published in Martinez, M. and Castro Superfine, A. (Eds). (2013). Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago.
Citation Information
Dung Tran, Ji Yeong I, Victor M. Soria and Rebecca Darrough. "Conceptualizing CCSSM Mathematical Practices on Tasks and Empirical Works" 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2013) Available at: http://works.bepress.com/jiyeong-i/5/