With all of the current criticism about the CCSS and “Common Core Math” (I put that in quotes because that phrase has been driving me crazy, now that is another blog post in my mind), I’ve been happy to see that the Standards for Mathematical Practice have been left alone.
I’m glad that they’ve been left alone in the criticism because the Math Practice Standards are all encompassing thinking habits, more than they are standards to be met. They encourage us to teach mathematics more as a learning subject than a performance based subject. Math absolutely should require lots of messy critical thinking, deduction, discussion and reasoning.
Someone last year said/asked me, “I just don’t understand what these standards are for. What are they?” I explained them the best way I could, since I had just spent a month researching them to know them better:
- The math practice standards are a set of math habits, ways in which we should think about math. (That sounds so simple, but the way the standards are worded, it has driven many of us crazy while trying to understand them. Reason abstractly and quantitatively? Huh? It sounds like a completely different language!) The standards are all about developing positive habits and attitudes about math.
- They allow students to explore math as a learning subject. They begin to understand that math is not about the teaching asking a question, and the student must answer it correctly. Most importantly they begin to see the connection to their lives. Math connects so beautifully to real life, but because the U.S. has such a worksheet culture, we’ve lost that connection.
- Math from K-12 has the same underlying theme with these standards. As the years tick by the content standards become more complex, but the practice standards remain the same. With the Standards for Mathematical Practice, we can develop a very positive culture surrounding mathematics. A culture of persevering when encountering a problem, making sense of the world with math, using prior knowledge to solve new problems, being precise and reflective, patterning to find faster ways of working, explaining our thinking, understanding others thinking, knowing what tools will best help to solve problems, and connecting the world with abstract numbers and symbols. This all makes us excellent THINKERS.
We’ve had math coaches, administrators and other teachers pass out posters to put up in our classrooms. We’ve seen freebies and posters that we are meant to download and print. We’ve put them up on our walls with very few of us digging in to what they actually mean. I WAS one of those people. I had a poster of the kid friendly standards up for two years, and it wasn’t until last year that I realized one of the standards was completely inaccurate on the poster. I had never bothered to check, and I assumed that the source knew the standards. Can you blame me? I didn’t have the TIME to dissect what each one means. It felt like another thing…another plate to spin…another added responsibility. I truly didn’t understand the importance of the standards to create a culture.
When I decided to figure out what they really mean, introduce them to my students from the start of the school year, work through the problems with them, and embed the language in the classroom, the culture really changed. We became mathematicians who could work through anything. It was remarkable. We put our work on the walls to help remind us that these were to be a part of our classroom daily. We truly became vicious problem solvers, we worked together and math was about learning. Math became FUN.
After a month of research I created posters, problems and activities to help myself understand them, but also to help teachers understand them, too. (Feel free to check out the preview which walks you through the first standard.)
Even if the Common Core goes away (which it most certainly will, and already is in many states), I will always keep the Standards for Mathematical Practice. It is a foundation in which we can all build upon, year after year!