How New York State Presents Its Core Standards for Mathematics

Education What are the differences between the Common Core Standards for grade eight and the New York State standards of mathematics? Common Core Standards For one thing, the Common Core Standards offer narrative (rather than bullet points) and go into more specific and in depth instructions through narrative.

The Common Core Standards expressly mentions three critical areas out in front: a) formulating and reasoning about "expressions and equations," which includes "modeling an association in bivariate data with a linear equation" -- and that includes being able to solve "linear equations and systems of linear equations"; b) students are asked to "grasp the concept of a function" and to use functions in order to understand "quantitative relationships"; and c) students must be able to apply the Pythagorean Theorem when it comes to being able to analyze two and three dimensional space and figures using "distance, angle, similarity, and congruence" (www.corestandards.org).

These directions are provided in two pages. And from that point on the Common Core Standards offers paragraphs (three paragraphs), each one going into great depth as to the three "critical areas" in the field of mathematics for eighth graders. The New York Standards of Mathematics Meanwhile the New York Standards for Mathematics is more than five pages and under each bullet point the NYS standards have examples of what students are supposed to learn.

For example under 8EE Expressions and Equations, students are asked to work with "radicals and integer exponents" and they must know and apply the "properties of integer exponents" in order to be able to generate equivalent numerical expressions. Below that sub-head (the last sentence in the paragraph above) is a list of 16 bullet points, but they are not just bullet points. When the student moves his or her curser over each bullet point, an example problem comes up that needs to be solved.

For example, when holding the curser over the bullet point that reads, "Exponents with negative bases (Eighth grade F.4)," a sample problem pops up. The "sample problem" is "Evaluate -13 = [answer]." Under 8F Functions, a number of sub-heads give students a chance to see what problems will need to be solved under the description of functions. A function is "a rule that assigns to each input exactly one output," the instructions explain.

The first bullet point for eighth grade asks the student to "compare a function table" -- and holding the curser over that bullet point reveals what a function table looks like before it is completed. How is this program put on by New York State different than the basic Common Core Standards per se? The New York State presentation of what should be known is a very thorough and exacting description of how math is to be learned in New York State.

It appears to be far and away more thorough than the Common Core Standards (which by the way are controversial in some school districts). However, when the student (or other person) holds the curser over the bullet point, the sample problem only stays visible for maybe 15 seconds at the most. The student can take a screen grab of the sample problem, or he or she can keep going back with the curser.

But the fact that the bullet points allow for sample problems to be presented (and hopefully solved) is the key to the methodical way in which New York State presents this material on mathematics. In fact the learning standards for New York State represent the "core of what all people should know, understand and be able to do as a result of their schooling," according to the NYSED "Curriculum and Instruction" page.

Note the instruction doesn't say what "students" should know, it says what "all people should know" and understand due to the schooling they are going through. In 8G Geometry, a subject many students and adults struggle with, the section about angles, the student holds the curser over "Reflections: graph the image," and a graph pops up that needs to be understood as a sample problem.

For the beginner, this graph would not be immediately understood, but it gives the student a chance to see what is ahead and that he or she is going to need to be alert and patient in order to get through the mathematics that is expected of eighth graders. How have Common Core Standards changed the way in which educators teach students with disabilities? The Common Core Standards challenge students with disabilities (under the Disabilities Education Act -- IDEA) to learn and be prepared for college or a career.

It does not appear that the Common Core Standards for students with disabilities is backing away from what mainstream students are expected to learn. "High academic standards" for disabled students include "conceptual and procedural knowledge and.