Most states have adopted the Common Core State Standards in Mathematics (CCSSM) in response to concerns that United States' students are not competitive in international mathematics achievement. The demands on teachers and expectations for students have increased with its implementation. The purpose of this mixed method study was to explore the effect of the implementation of the Common Core State Standards in Mathematics on elementary teachers' perceptions of mathematics self-efficacy. In addition, the study examined teachers' perceptions of principal readiness to lead the implementation and principals' perceptions of teacher readiness to implement the changes. The study also examined principals' self-perceptions of mathematics efficacy and principals' perceptions of central office support for the implementation. Quantitative data were collected from 162 teachers from three urban districts and three suburban districts using a modification of the Mathematics Teaching Efficacy Beliefs Instrument. The qualitative data were collected from semi-structured interviews with 11 building principals and focused on principals' perceptions of teacher, self, and central office readiness to implement the CCSSM. The findings of this study provided evidence that the implementation of the CCSSM has resulted in a decrease in teacher efficacy in mathematics instruction. Principals perceived that teacher readiness for the implementation of the CCSSM depended upon Common Core-aligned text books. Conclusions state the need to increase efficacy for both teachers and principals

The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.

In June 2010, the Common Core State Standards Initiative released Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects and Common Core State Standards for Mathematics. The goal of these shared national standards? To identify for all stakeholders the knowledge and skills that students must acquire to succeed in college, careers, and the global economy. Now that the Common Core standards are coming to 43 states, the District of Columbia, and Puerto Rico, it is essential to understand their content and implications. Understanding Common Core State Standards tells you everything you need to know about the standards, including * The goals and criteria of the standards and why they are a promising alternative to the old standards-based education model; * The organization and key aspects of the two overarching sets of standards; * The benefits of implementing the standards, including intentional instruction, a greater pool of resources, increased collegiality and professionalism, customized learning and multiple pathways, and a more consistent, equitable learning experience; * What schools can do to transition to the new standards; and * How the common state assessment systems are being developed to provide interactive, enhanced test items; produce specific, timely test results; and provide an indication of students' readiness for college or career. This book is an invitation to think about the possibilities that the Common Core standards offer for strengthening teaching and learning across the United States--and what you can do to make the most of this opportunity for change.

Since the introduction of Common Core State Standards, many elementary teachers struggled with unpacking these processes and figuring out how to implement them in the classroom. Author Christine Moynihan introduces Common Core Sense: Tapping the Power of Mathematical Practices with the goal of making the eight Standards for Mathematical Practice more accessible and explicit.The Standards for Mathematical Practice provide a solid foundation for encouraging students to think, reason, and persevere like mathematicians. In her book, Moynihan demonstrates what each practice might look, sound, and feel like in the classroom by using the four-part GOLD framework:G - Go for the Goals: What are the major purposes of this practice?O - Open Your Eyes & Observe: What should you see the students doing as they utilize the practice? What should you see yourself doing as the teacher?L - Listen: What should you hear students saying as they use the practice? What should you hear yourself saying?D - Decide What to Do: What actions as a teacher must you put in to place to mine- the gold of the practice?Each chapter is dedicated to one practice and includes student work samples, classroom vignettes, and teacher thoughts. The consistent framework of the book outlines an easy way to learn and deepen the understanding of each practice. It provides teachers the planning and support they need to mine the GOLD.

Standards in the American education system are traditionally handled on a state-by-state basis, which can differ significantly from one region of the country to the next. Recently, initiatives proposed at the federal level have attempted to bridge this gap. Common Core Mathematics Standards and Implementing Digital Technologies provides a critical discussion of educational standards in mathematics and how communication technologies can support the implementation of common practices across state lines. Leaders in the fields of mathematics education and educational technology will find an examination of the Common Core State Standards in Mathematics through concrete examples, current research, and best practices for teaching all students regardless of grade level or regional location. This book is part of the Advances in Educational Technologies and Instructional Design series collection.

Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes—and demonstrates with specific examples from the CCSS—what effective differentiated activities in mathematics look like for top learners. It shares how educators can provide rigor within the new standards to allow students to demonstrate higher level thinking, reasoning, problem solving, passion, and inventiveness in mathematics. By doing so, students will develop the skills, habits of mind, and attitudes toward learning needed to reach high levels of competency and creative production in mathematics fields.