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Mathematics Curriculum Policies and Practices in the U.S.: The Common Core State Standards Initiative

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Book cover Mathematics Curriculum in School Education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

In the U.S. three curriculum strategies are being used to improve school mathematics programs and student learning outcomes: (a) the movement to common standards; (b) advances in technology-based instructional resources; and (c) the pressure of accountability measured by end-of-year assessments. Together, these strategies are creating a “perfect storm” for significant changes in mathematics curriculum. Elements of the reform strategy are reviewed and discussed. In addition, an argument is made for systematic monitoring of the initiative in order to learn about its impact and inform future policy decisions.

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Author information

Authors and Affiliations

  1. Center for the Study of Mathematics Curriculum, University of Missouri, Columbia, USA

    Barbara J. Reys

Authors
  1. Barbara J. Reys
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Correspondence to Barbara J. Reys .

Editor information

Editors and Affiliations

  1. Texas A & M University Dept. Teaching, Learning & Culture, College Station, Texas, USA

    Yeping Li

  2. Michigan State University, East Lansing, Michigan, USA

    Glenda Lappan

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Reys, B.J. (2014). Mathematics Curriculum Policies and Practices in the U.S.: The Common Core State Standards Initiative. In: Li, Y., Lappan, G. (eds) Mathematics Curriculum in School Education. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7560-2_3

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