# Elementary Teacher Perceptions of the Common Core Mathematics Standards After One Year of Implementation

## Location

Room 1002

## Proposal Track

Research Project

## Session Format

Presentation

## Abstract

As a means of improving the mathematics education of K-12 students in the U.S., teachers in 45 states are now expected to utilize the academic standards of the Common Core State Standards for Mathematics (CCSS-Mathematics) in their daily classroom instruction (CCSS, 2010). The CCSS-Mathematics is intended to deliver increased rigor and depth of the mathematical understandings of K-12 students, while potentially requiring increased specialized mathematics content knowledge and fundamental changes in instructional practices of mathematics teachers (Schmidt, 2012). Ultimately, the difficulty of transitioning to the CCSS-Mathematics lies in putting the standards into classroom practice, with teachers having control over how this will play out (Dacey & Polly, 2012). In this study, a mixed methods design was used to examine teachers’ perspectives on the newly implemented CCSS-Mathematics, which in this particular context are implemented as the Academic Knowledge and Skills (AKS) Curriculum aligned with the state-adopted Common Core Georgia Performance Standards (CCGPS). Survey/questionnaire and interview data provided insights into teachers’ awareness of the standards, their views of the standards and potential to transform their teaching practices and student learning, their views of integration of the standards in classroom instructional practices, and supports and hindrances related to understanding and enacting the standards. The findings will provide insight into the professional needs of teachers and ways they can best be supported during this critical time of transition to the CCSS-Mathematics, with the end goal of improving student learning and achievement.

## Keywords

Elementary common core math, Elementary teacher perceptions, Elementary math teacher change, Elementary teacher content knowledge

## Recommended Citation

Chestnutt, Cliff, "Elementary Teacher Perceptions of the Common Core Mathematics Standards After One Year of Implementation" (2014). *Georgia Educational Research Association Conference*. 4.

https://digitalcommons.georgiasouthern.edu/gera/2014/2014/4

Elementary Teacher Perceptions of the Common Core Mathematics Standards After One Year of Implementation

Room 1002

As a means of improving the mathematics education of K-12 students in the U.S., teachers in 45 states are now expected to utilize the academic standards of the Common Core State Standards for Mathematics (CCSS-Mathematics) in their daily classroom instruction (CCSS, 2010). The CCSS-Mathematics is intended to deliver increased rigor and depth of the mathematical understandings of K-12 students, while potentially requiring increased specialized mathematics content knowledge and fundamental changes in instructional practices of mathematics teachers (Schmidt, 2012). Ultimately, the difficulty of transitioning to the CCSS-Mathematics lies in putting the standards into classroom practice, with teachers having control over how this will play out (Dacey & Polly, 2012). In this study, a mixed methods design was used to examine teachers’ perspectives on the newly implemented CCSS-Mathematics, which in this particular context are implemented as the Academic Knowledge and Skills (AKS) Curriculum aligned with the state-adopted Common Core Georgia Performance Standards (CCGPS). Survey/questionnaire and interview data provided insights into teachers’ awareness of the standards, their views of the standards and potential to transform their teaching practices and student learning, their views of integration of the standards in classroom instructional practices, and supports and hindrances related to understanding and enacting the standards. The findings will provide insight into the professional needs of teachers and ways they can best be supported during this critical time of transition to the CCSS-Mathematics, with the end goal of improving student learning and achievement.