The CCSS have been in existence for nearly 5 years. This time of transition has not been easy and it has challenged our way of thinking about education. Expectations for our students have changed, our way of teaching has changed, and our curricula has changed.
Teachers are pressured to ensure their students successfully meet these standards, with minimal time and resources for preparation. They often don’t have a choice in the curriculum that is implemented or the structures put into place to execute it. The reality of student learning gaps and limited instructional time results in huge pacing challenges. These challenges are also often augmented by lack of support resources for teachers and parents.
Although these challenges can make success seem next to impossible, districts that are sticking with it are seeing results. When there is a collective and sustained effort from superintendents, instructional leaders, teachers, and parents, the struggle pays off. Curriculum and instructional tools play an integral part in supporting educators to face these challenges.
Students are beginning to exhibit a deeper understanding of math concepts so they are better able to articulate their thinking and solve problems. A conceptual foundation is being built from a very early age, which deepens students’ understanding of math. This understanding is carried over from year to year and as a result learning gaps are beginning to shrink. Parents are also expressing fewer concerns as more support and resources become available.
Children are rising to the challenge of understanding math conceptually instead of procedurally or by rote. Teachers are also seeing a change. What some thought was unattainable for their students now does not seem so far out of reach.
This post is by Mary Jones, a former teacher, who is a Grade 3 writer for the Eureka Math curriculum.
