Establishing Parameters for Consideration of Mathematics Common Core Learning Progressions

• In Event: Mathematics Learning Trajectories

Abstract

In an endeavor to translate the Common Core State Standards (CCSS) into well constructed curricula and instructional guidelines for teachers various learning progressions (LPs) have been released that are aligned to the CCSS. As defined by the National Research Council (NRC) and restated by Duschl, Maeng, & Sezen (2011), “Learning progressions are descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn about and investigate a topic over a broad span of time” (pp. 165-166). The purposes of this paper are to describe the characteristics of LPs, share the methodology used to select and categorize the parameters, and present the results from comparing CCSS LPs in mathematics to the parameters.

Authors

• Ashley Cromwell, Pearson

• Sarah J Larson, Pearson

• Jennifer L. Kobrin, Pearson