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ERIC Number: EJ1035600
Record Type: Journal
Publication Date: 2014-Aug
Pages: 6
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-0025-5769
Addressing the Standards for Mathematical Practice in a Calculus Class
Pilgrim, Mary E.
Mathematics Teacher, v108 n1 p52-57 Aug 2014
The Common Core State Standards (CCSS) provide teachers with the expectations and requirements that are meant to prepare K-12 students for college and the workforce (CCSSI 2010b). The Common Core State Standards for Mathematical Practice (SMPs) emphasize the development of skills and conceptual understanding for students to become proficient in mathematics and prepared for mathematics at the postsecondary level. These SMPs are the focus of this article: (1) Make sense of problems and persevere in solving them; (2) Reason abstractly and quantitatively; (3) Construct viable arguments and critique the reasoning of others; (4) Model with mathematics; (5) Use appropriate tools strategically; (6) Attend to precision; (7) Look for and make use of structure; and (8) Look for and express regularity in repeated reasoning (Common Core State Standards Initiative 2010a, pp. 6-8). Herein, the author discusses SMPs in the context of a particular activity designed for a first-semester calculus course at a state university in which the typical student is pursuing a career as an engineer or a scientist. The SMPs align well with the expectations of students in a first course in calculus at the postsecondary school level, raising the question: Why not design course materials that could be implemented in both high school and college calculus courses that reflect these practices and promote active learning?
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A