### Abstract

This past decade has seen the introduction of a set of national standards for education in the USA known as the Common Core State Standards (CCSS). At present, there are two subject areas being introduced to classrooms in 47 states (although the number of states implementing these standards changes periodically): the English Language Arts (CCSS-ELA) and Mathematics (CCSS-M). In this chapter, because we are concerned with the effective integration of technology into mathematics teaching and learning, we focus on the mathematics standards. The CCSS-M are organized into mathematical domains and mathematical practices. According to the published standards (which you can access at corestandards.org) the mathematical practices “describes varieties of expertise that mathematics educators at all levels should seek to develop in their students” (Common Core State Standards Initiative 2012). The mathematical practices are to be implemented at all grades throughout math instruction. They are overarching in nature, whereas the domains are more content specific.

Original language | English (US) |
---|---|

Title of host publication | Media Rich Instruction: Connecting Curriculum to All Learners |

Publisher | Springer International Publishing |

Pages | 93-116 |

Number of pages | 24 |

ISBN (Print) | 9783319001524, 9783319001517 |

DOIs | |

State | Published - Jan 1 2014 |

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### ASJC Scopus subject areas

- Social Sciences(all)

### Cite this

*Media Rich Instruction: Connecting Curriculum to All Learners*(pp. 93-116). Springer International Publishing. https://doi.org/10.1007/978-3-319-00152-4_7

**Points of intersection : Mathematics teaching and learning with and through education technology.** / Ross, Vicki D; Prior, Jennifer; Guerrero, Shannon M.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

*Media Rich Instruction: Connecting Curriculum to All Learners.*Springer International Publishing, pp. 93-116. https://doi.org/10.1007/978-3-319-00152-4_7

}

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AU - Prior, Jennifer

AU - Guerrero, Shannon M

PY - 2014/1/1

Y1 - 2014/1/1

N2 - This past decade has seen the introduction of a set of national standards for education in the USA known as the Common Core State Standards (CCSS). At present, there are two subject areas being introduced to classrooms in 47 states (although the number of states implementing these standards changes periodically): the English Language Arts (CCSS-ELA) and Mathematics (CCSS-M). In this chapter, because we are concerned with the effective integration of technology into mathematics teaching and learning, we focus on the mathematics standards. The CCSS-M are organized into mathematical domains and mathematical practices. According to the published standards (which you can access at corestandards.org) the mathematical practices “describes varieties of expertise that mathematics educators at all levels should seek to develop in their students” (Common Core State Standards Initiative 2012). The mathematical practices are to be implemented at all grades throughout math instruction. They are overarching in nature, whereas the domains are more content specific.

AB - This past decade has seen the introduction of a set of national standards for education in the USA known as the Common Core State Standards (CCSS). At present, there are two subject areas being introduced to classrooms in 47 states (although the number of states implementing these standards changes periodically): the English Language Arts (CCSS-ELA) and Mathematics (CCSS-M). In this chapter, because we are concerned with the effective integration of technology into mathematics teaching and learning, we focus on the mathematics standards. The CCSS-M are organized into mathematical domains and mathematical practices. According to the published standards (which you can access at corestandards.org) the mathematical practices “describes varieties of expertise that mathematics educators at all levels should seek to develop in their students” (Common Core State Standards Initiative 2012). The mathematical practices are to be implemented at all grades throughout math instruction. They are overarching in nature, whereas the domains are more content specific.

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