Research Commentary: Educational Technology: An Equity Challenge to the Common Core

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  • 1 University of Denver

The implementation of the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) has the potential to move forward key features of standards-based reforms in mathematics that have been promoted in the United States for more than 2 decades (e.g., National Council of Teachers of Mathematics, 1989, 2000; National Science Foundation, 1996). We believe that this is an especially opportune time to purposely focus on improving the mathematics education of students who have historically been denied access to a high-quality and rigorous mathematics education in the United States, specifically low-income students and students of color (e.g., Kitchen, DePree, Celedón-Pattichis, & Brinkerhoff, 2007; Leonard & Martin, 2013). We discuss a challenge to realizing standards-based reforms in mathematics in the United States: computer-based interventions in mathematics classrooms.

Contributor Notes

Richard Kitchen, Department of Teaching and Learning Sciences, University of Denver, 1999 E. Evans Ave., Denver, CO 80208;

Sarabeth Berk, Imaginarium, Denver Public Schools, 1860 Lincoln St., Denver, CO 80203;

(Corresponding author is Kitchen author is Berk
Journal for Research in Mathematics Education


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