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

View More View Less
  • 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; richard.kitchen@du.edu

Sarabeth Berk, Imaginarium, Denver Public Schools, 1860 Lincoln St., Denver, CO 80203; sarabeth_berk@dpsk12.org

(Corresponding author is Kitchen richard.kitchen@du.edu)(Corresponding author is Berk sarabeth_berk@dpsk12.org)
Journal for Research in Mathematics Education

Metrics

All Time Past Year Past 30 Days
Abstract Views 14 14 0
Full Text Views 31 31 2
PDF Downloads 73 73 8
EPUB Downloads 0 0 0