A lot has been said about the Common Core State Standards in the last year. Some of it has been by me. Some has been by guys like Glenn Beck who is not a big fan. Most (if not all) states have some sort of a “Stop Common Core” group. There is even a #stopcommoncore hashtag on Twitter that turns up quite a few results (although some use that hashtag as a means of highlighting objections in the arguments of CCSS opponents.)
It is possible that both sides are probably overstating the impact that the CCSS will have. That being said, I will admit that I have some opinions on the CCSS. This year is our first year introducing a new geometry curriculum that we designed around the CCSS. I’ve written a few pieces before this one that have chronicled my journey through a CCSS-aligned geometry class. For example, I’ve documented that the CCSS places a greater emphasis on the use of specific vocabulary that I was used to in the past. I have also discussed (both here AND here) that the CCSS has present the idea of mathematical proof in a different light that I have found to be much more engaging to the students.
As I read the different articles that are being written, it seems like the beliefs about the inherent goodness or badness of CCSS has a lot to do with how you view the most beneficial actions of the teacher and the student in the process of learning. It’s about labels. Proponents call it “creativity” or “open-ended”. Opponents call it “wishy-washy” or “fuzzy”.
I suspect they are seeing and describing the same thing and disagreeing on whether or not those things are good or bad.
To illustrate this point further, a “Stop Common Core” website in Oregon posted a condemned CCSS math lesson because the students “must come to consensus on whether or not the answer is correct” and “convince others of their opinion on the matter.” The piece ends with “What do opinions and consensus have to do with math?”
The authors of this website are objecting to a teaching style. They are objecting to the value of a student’s opinion in the process of learning mathematics. Fair enough, but that was an argument long before the CCSS came around. I can remember heated discussions during my undergrad courses about the role of student opinion and discussion. (My personal favorite was the discussion as to when, if ever, 1/2 + 1/2 = 2/4 is actually a correct answer. One of my classmates rather vehemently ended his desire to be a math teacher that day.)
The CCSS have become a lightning rod for a ton of simmering arguments that haven’t been settled and aren’t new.
Consensus-building and opinions in mathematics vs. the authority of the instructor and the textbook. Classical literature vs. technical reading. The CCSS have woken up a lot of frustrations that are leading to some high-level decisions such as the Michigan State House of Representatives submitting a budget that blocks the Department of Education’s spending on the CCSS.
It is a little strange thinking that I am making a statement in a fairly-heated national debate every time I give my students some geometry to explore, but it seems like I do.
And I am prepared to make that statement more explicitly as I continue this reflection.