Chapter 6: Common Core State Standards in Mathematics: A Framework for Identifying Potential Challenges for English Language Learners

The Common Core State Standards in Mathematics (CCSS-M) represent a significant shift in the expectations of students across grades as compared to those of previous standards (Troia & Olinghouse, 2013). Among the changes is an increase in the rigor of the standards as students are expected to demonstrate knowledge of mathematics content alongside demonstration of mathematical practices such as perseverance in solving problems, demonstration of abstract and qualitative thinking, and critiquing the reasoning of others while constructing viable arguments (NGA & CCSSO, 2010a). Additionally, moving to a common set of mathematics standards adopted by the majority of states in the United States results in some concepts moving to higher grades while other concepts and skills are being taught in lower grades than was previously done. The authors of the CCSS-M did not adopt any one state’s set of standards. Rather, the CCSS-M are a result of extensive research that made use of strengths and lessons learned from current state standards, studies that included research on top-performing countries, and surveys of the skills needed by students entering college and workforce training programs (NGA & CCSSO, 2010a).