Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

Abstract

The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K‐12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully.

Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students

“…However, teaching procedures without concepts likely leaves students confused and unable to judge the accuracy of their answers (Kilpatrick et al, 2001; Rittle-Johnson & Siegler, 1998), as both conceptual and procedural knowledge are important for developing an understanding of fraction magnitude (e.g., Rittle-Johnson, Siegler, & Alibali, 2001). This is especially true for students with risk for mathematics difficulties, since these students struggle with foundational mathematics skills such as addition and multiplication (e.g., Powell et al, 2013). When students lack both procedural competence and conceptual knowledge, understanding fraction principles becomes substantially difficult.…”

“…This expectation is based on findings by Fuchs, Fuchs et al (2015), who found that, across three years of intervention research, the achievement gap on fractions performance widened between at-risk students and their not-at-risk classmates in the same district where the present study took place moved toward implementation of CCSS. This widening gap is likely due to the rigor of CCSS, affording greater learning outcomes for not-at-risk students, even as it posed specific difficulty for at-risk students who already struggle with foundational skills (Powell, Fuchs, & Fuchs, 2013). Specifically, low performing students tend to struggle with magnitude estimation (e.g., Fuchs et al, 2013; Fuchs, Fuchs et al, 2015; Mazzocco & Devlin, 2008), a core tenet of fraction learning outlined in the CCSS.…”

Foundations to Algebraic Mastery

“…The dynamics of learning is in evidence here: practice the basic procedure, apply the procedure with multiple mistakes, try again and make fewer and different mistakes, and then reach proficiency (Powell, Fuchs, & Fuchs, 2013;VanDer Heyden & Allsopp, 2014).…”

Connecting Evidence-Based Practice With Implementation Opportunities in Special Education Mathematics Preparation

“…Help preservice educators learn how to identify students who warrant early intervention using diagnostic tools, such as formal progress monitoring measures (e.g., Lembke & Foegen, 2009) or standardized measures (e.g., KeyMath; Connolly, 2007). • • Review learning trajectories of students with mathematics difficulty and how to reinforce foundational mathematics skills while working toward general curriculum goals (Powell, Fuchs, & Fuchs, 2013). • • Highlight cognitive strategies that help students with comorbid disabilities complete mathematics work while controlling for other disabilities.…”