Progressions Documents for the Common Core Math Standards
Funded by the Brookhill Foundation
Progressions
- Draft Front Matter
- Draft K–6 Progression on Geometry
- Draft K–5 Progression on Measurement and Data (measurement part)
- Draft K–5 progression on Measurement and Data (data part)
- Draft K–5 Progression on Number and Operations in Base Ten
- Draft K–5 Progression on Counting and Cardinality and Operations and Algebraic Thinking
- Draft 3–5 Progression on Number and Operations—Fractions
- Draft 6–8 Progression on Statistics and Probability
- Draft 6–8 Progression on Expressions and Equations
- Draft 6–8 Progression on The Number System; High School, Number
- Draft 6–7 Progression on Ratios and Proportional Relationships
- Draft High School Progression on Statistics and Probability
- Draft High School Progression on Algebra
- Draft High School Progression on Functions
- Draft High School Progression on Modeling
- Draft 7–HS Progression on Geometry
- Draft High School Progression on Quantity
About this project
The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards.
It is important to produce up-to-date versions of the progressions documents. They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics. This would be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks. Progressions documents also provide a transmission mechanism between mathematics education research and standards. Research about learning progressions produces knowledge which can be transmitted through the progressions document to the standards revision process; questions and demands on standards writing can be transmitted back the other way into research questions.
This project is organizing the writing of final versions of the progressions documents for the K–12 Common Core State Standards. The work will be undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing.
Working team
- Richard Askey (reviewer)
- Sybilla Beckmann (writer)
- Douglas Clements (writer)
- Phil Daro (co-chair)
- Skip Fennell (reviewer)
- Brad Findell (writer)
- Karen Fuson (writer)
- Roger Howe (writer)
- Cathy Kessel (editor)
- William McCallum (chair)
- Bernie Madison (writer)
- Dick Scheaffer (writer)
- Denise Spangler (reviewer)
- Hung-Hsi Wu (writer)
- Jason Zimba (co-chair)