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Courses

Common Core Mathematics

This course will examine the Common Core State Standards for Mathematics (CCSSM), starting with the background and factors that led up to the present Common Core initiative as well as the relationship of CCSSM to previous mathematics education initiatives. Also covered will be current research about societal and educational factors that have supported CCSSM and how it will impact classrooms, including which mathematics topics and processes will receive increased or decreased attention. This class was primarily designed for teachers of mathematics at the K-12 level, but many teachers may benefit from the information and strategies presented. 

Available for graduate credit through Carlow University, Madonna University, Notre Dame College, and The College of Saint Rose.      


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 4/10/18 - 7/10/18
  • 6/12/18 - 9/11/18
  • 8/14/18 - 11/13/18
  • 10/8/18 - 1/8/19
  • 12/11/18 - 3/12/19
  • 2/12/19 - 5/14/19

Introduction:

Content:

  • Introduction emails

Module 1: Introduction to the Common Core State Standards for Mathematics (CSSM)

Content:

  • Political initiative
  • Educational initiative
  • Key players
  • Objectives of CCSM
  • Who has signed on?

Module 2: Overview of CCSS Mathematics Development: What is and is Not Emphasized with Regard to General Mathematics Domains?

Content:

  • Increased emphasis
  • Decreased emphasis
  • Technology
  • Process standards

Module 3: How NCTM & STEM Paved the Way for CCSSM

Content:

  • Significance of NCTM Standards 1989
  • Upgrade for 2000
  • STEM beginnings and goals
  • STEM standards

Module 4: NCTM Focal Points and CCSSM

Content:

  • Origin of Focal Points
  • Goal of Focal Points
  • Alignment of CCSSM and Focal Points
  • Mathematical Practices and focal Points

Module 5: Overview of Mathematical Practices

Content:

  • Deconstructing the MP
  • Goals of MP
  • MP at elementary/middle/high school levels
  • NCTM Process Standards
  • CCSSM Mathematical Standards

Module 6: The Development of the Number Domain and Operations in Base 10 or Number and Operations - Fractions through the Grades (K-8): What is New?

Content:

  • Review Number in CCSSM K-8
  • Reflect how the domain builds towards mastery from grade to grade

Module 7: The Development of the Geometry Domain through Grades (K-8) - What is New?

Content:

  • Review the geometry domain in CCSSM as compared with NCTM Focal Points

Module 8: The Development of the Measurement and Data Domain through the Grades (K-8) - What is new?

Content:

  • Review the measurement and data domain in CCSSM as compared to NCTM’s Focal Points

Module 9: The Development of the Algebra Domain through Grades (K-8) - What is New?

Content:

  • Review algebra in CCSSM K-8
  • Reflect how the domain builds towards mastery from grade to grade

Module 10: The Role of Assessments in CCSSM

Content:

  • PAARC and Smarter Balance
  • Which have states adopted PAARC tests? Smarter Balanced? Why?
  • Role of technology
  • Types of questions on the planned test
Objectives
  • Discuss societal and educational factors that led to the development of CCSSM
  • Compare mathematic topics receive increased attention under CCSSM, and which receive decreased attention compared to existing curricula
  • Assess those mathematics topics that have shifted grade levels compared to existing curricula
  • Compare and contrast CCSSM with the NCTM Standards and STEM initiative
  • Evaluate the similarity and dissimilarity between CCSSM and NCTM Focal Points
  • Compare CCSSM Mathematical Practices to the NCTM Process Standards
  • Delineate how the Number Domain is developed in CCSSM K-8
  • Delineate how the Geometry Domain is developed in CCSSM K-8
  • Delineate how the Measurement Domain is developed in CCSSM K-8
  • Delineate how the Algebra Domain is developed in CCSSM K-8
  • Delineate how the Fraction Cluster is developed in CCSSM K-8
  • Explore the role of assessment in the CCSSM program
  • Investigate the use of technology in the CSSM classroom and assessments
  • Develop a plan to implement CCSSM in the mathematics classroom
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

Face-to-face courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities tab for specific university information as well as course numbers which are specific to the university partner. 

Students are to purchase their own textbook, the information for which can be found here.  Most courses require a book but some do not, so check the list for your specific course. If no book is required it will be specified. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class.