President's Report - Winter 2012/2013

 

From the NCSM President
Suzanne Mitchell
Winter 2012/2013

As we move from Winter 2012 to Spring 2013, I want to remind mathematics leaders about the heavy responsibility you have to guide teachers and others to carefully analyze curriculum materials that promote the CCSS Standards for Mathematics Content, support the Standards for Mathematical Practice and provide equitable practices with technology and assessment. One document that I recommend to guide you in this endeavor is the Curriculum Materials Analysis Tools developed by the University of Louisville, Association of Mathematics Teacher Educators (AMTE), and the National Council of Supervisors of Mathematics (NCSM). These analysis tools can be found at on our NCSM website. NCSM has a team of leaders that are available to come to your state to train your state leaders in the use of the analysis tools. These tools would make an excellent study for your professional learning teams and would provide ways to have a common vocabulary for analysis of the curriculum materials. Contact Dorothy Shadrick at the NCSM office, or me at if you are interested in workshops on these tools or on PRIME-The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.

The purpose of the CCSSM Curriculum Materials Analysis Project is to provide a set of tools that will assist K-12 textbook adoption committees, school administrators, and K-12 teachers in selecting mathematics curriculum materials that support implementation of the newly developed CCSSM. The tools are designed to provide educators with objective measures and information to guide their selection of mathematics curriculum materials based on evidence of the materials' alignment with the CCSSM and support for implementation of the CCSSM in classrooms. Ultimately, the choice of which curriculum materials to adopt must be made by committees or individuals charged with that task. The intention of the tools is to provide assistance in collecting useful information focused on salient issues related to the CCSSM, ensure consistency across reviewers, and promote discussions about newly developed mathematics curriculum materials. Therefore, at the end of the analysis, the decision about which curriculum materials to select is one that must be made based on the collective evidence gathered with the tools and the committee's or reviewer's vision of the need for curriculum materials to support implementation of the CCSSM locally.

These tools also can be used to analyze the adequacy of current curriculum materials to support implementation of CCSSM. The tools are designed to identify the gaps between how materials treat content (e.g. content placement, content progression, balance between conceptual understanding and procedural skill) and the content treatment as described in the CCSSM. Once any gaps are identified, strategies to address these gaps, such as additional materials, can be identified.

The CCSS Curriculum Materials Analysis Tools were developed by a national team of experts from mathematics, mathematics education, and school administration. Three grade-band teams--K-5, 6-8, and 9-12--were formed to develop tools specific for each grade band. Three tools were developed to provide detailed information about the extent to which curriculum materials align with and support the implementation of CCSSM. Tool 1 focuses on the Standards for Mathematical Content; Tool 2 focuses on the Standards for Mathematical Practices; and Tool 3 focuses on important considerations complimentary to the standards like equity, assessment, and technology that can impact implementation of mathematics curricula. While Tool 1 is specific to a grade band, Tools 2 and 3 are intended to be used with all grade bands. All three tools provide different lenses on which to base a comprehensive analysis of curriculum materials and ultimately an informed decision. The following sections are available:

  • Executive Summary
  • User's Guide
  • Tool 1 - Mathematics Content Alignment (Targets particular content domains.)
    • Grades K-5
    • Grades 6-8
    • Grades 9-12
  • Tool 2 - Standards for Mathematical Practices Alignment
  • Tool 3 - Overarching Considerations - Equity, Assessment, and Technology
  • Professional Development Facilitator Guide
  • Facilitator Guide PowerPoint Slides

Regional Reports
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