The Common Core State Standards for Mathematics (CCSSM) do not make any promises about the teaching practices that should be used to support students' enactment of the standards. Thus, equity gets framed as achievable through making the standards a goal for all students. We know from research on past reform efforts that standards without explicit (or companion) teaching practices, and teaching practices without explicit attention to equity, will inevitably result in the failure of the standards to achieve goals for students. This commentary provides a framework for future research that hypothesizes research-based equitable mathematics teaching practices in support of the CCSSM's Standards for Mathematical Practice, connecting research, policy, and practice in order to realize the equity potential of the CCSSM.
Tonya Bartell, Department of Teacher Education, Michigan State University, 620 Farm Lane, East Lansing, MI 48824; email@example.com
Anita Wager, University of Wisconsin-Madison, 225 N. Mills Street, Madison, WI 53706; firstname.lastname@example.org