Standards and Classroom Changes to Deepen Math Learning Reflection

Education in the K-8 classrooms across the country has changed drastically since my days in school. Even though that was not long ago, reform in education has required teachers to make huge changes in their teaching and assessing across all subject areas, including mathematics. I feel fortunate, however, that I am pursuing my college education at this point in time. The changes have been made, and now it is a matter of implementing those changes. I feel that I am at an advantage, because my education courses and experiences at Bradley are preparing me for these changes. Many current teachers do not have this practice, and were thrown into the changes and expected to make things work.

One of the biggest changes made to education was the creation and adoption (for most states, Illinois included) of the Common Core Standards for Learning. At this point in time, standards have been created for language arts and mathematics. In mathematics, these standards are often referred to as the Standards of Mathematical Practice, or SMP's. We have worked extensively in breaking these standards down this semester, in order to make sense of them ourselves. The standards themselves highlight what students should be able to do to show that they are proficient in mathematics at each grade level. There are 8 SMP's, and each are important to implement in all activities involving mathematical instruction. The Common Core Standards also provides specific standards highlighting what students should be able to do in various content areas of mathematics at each grade level. These standards should be utilized and aligned with lesson plans that teacher implement in the classroom.

Another change that has been made in mathematics education is the utilization of the NCTM Process Standards. These 5 process standards are composed of different areas of mathematics that students should be participating in during mathematics instruction. These 5 process standards include problem solving, reasoning and proof, communication, connection, and representations. All of these aspects should be included in any mathematics work that students are participating in. This is something that I will have to greatly familarize myself with and plan to implement in all of my mathematics lessons and activities.

Student engagement and active learning are two other major changes that have been added to mathematics instruction in K-8 classrooms. The days of students sitting at their desks listening to the teacher lecture and then completing a worksheet about the material are long gone. There is a major call for teachers to keep their students engaged throughout mathematics lessons and participating in active learning. This active learning does not include sitting at a desk and filling out worksheets or memorizing formulas. This active learning is problem-based, and involves more creative and engaging lessons and activities.

Finally, one of the biggest changes in mathematics instruction in K-8 classrooms has been the transition from content-based mathematics to taking meaning from mathematics. In short, students must now find the correct solutions but also explain and justify their solutions with reasoning. Simply finding the right answer is no longer enough. Students must learn how to justify their answers with appropriate reasoning and representations. This is a complicated task, and takes many students years to practice and carry out successfully.

It is clear that mathematics education has changed drastically in the last few years. There is a lot more planning, preparation, and reflection on the teacher's part. However, I feel that my past and continued experiences in college are preparing me for these changes.