In 2010, the Common Core State Standards for Mathematics (CCSSM) document was released. The Teaching Children Mathematics (TCM) Editorial Panel is interested in the next steps that are being taken in school communities to integrate CCSSM into classroom practice. We encourage articles that offer exemplary classroom-tested ideas, insights into integration of grade-level content emphasizing the Standards of Mathematical Practice (SMP), or suggestions regarding challenging issues facing classroom teachers working toward implementation.

# Search Results

The Teaching Children Mathematics (TCM) Editorial Panel is interested in the next steps that are being taken in your school communities and in learning how classroom teachers are integrating the CCSSM into their classroom practice.

The TCM Editorial Panel is interested in the next steps that are being taken in your school communities to address the expectations outlined in CCSSM. Additionally, we want to learn more about how classroom teachers are integrating CCSSM into their classroom practice.

The TCM Editorial Panel is interested in the next steps that are being taken in your school communities to address the expectations outlined in CCSSM. In addition, we want to learn more about how classroom teachers are integrating CCSSM into their classroom practice.

### Sarah A. Roberts and Jean S. Lee

Skyscraper Windows, a high cognitive demanding algebra task, addresses the Common Core State Standards for Mathematics.

### Dung Tran, Barbara J. Reys, Dawn Teuscher, Shannon Dingman and Lisa Kasmer

This commentary highlights the contribution that careful and systematic analyses of curriculum or content standards can make to questions and issues important in the mathematics education field. We note the increased role that curriculum standards have played as part of a standards-based education reform strategy. We also review different methods used by researchers to compare and analyze the *Common Core State Standards for Mathematics*, each method designed for a particular purpose. Finally, we call upon mathematics education researchers to engage in careful analysis of curriculum standards and to share their findings in ways that can inform public debate as well as support education professionals in improving student learning opportunities.

### Linda Dacey and Drew Polly

Examine the structure of Common Core State Standards for Mathematics and consider major ideas that will influence their implementation.

### Filiberto Barajas-López and Gregory V. Larnell

In their commentary, “Toward a Framework for Research Linking Equitable Teaching with the Standards for Mathematical Practice,” Bartell et al. (2017) provide a stepping-stone into the challenge of clarifying the interface between equity and standards setting in mathematics education by devising a framework that relates the *Common Core State Standards for Mathematics* to an explicit articulation of equitable teaching practices. In this commentary, we respond to this proposed framework and aim to clarify some key elements. Furthermore, we draw on our own positionings and scholarly interests to critique and bolster the framework by focusing on the tensions related to co-opting the Common Core for equity-oriented purposes, the framework's relationship to neoliberalism, and the role of racialized rhetoric and nondominant family and community knowledge.

### Tonya Bartell, Anita Wager, Ann Edwards, Dan Battey, Mary Foote and Joi Spencer

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.