The Intended Mathematics Curriculum as Represented in State-Level Curriculum Standards:
Consensus or Confusion? (Executive Summary)

Center for the Study of Mathematics Curriculum

The short answer is, CONFUSION! This careful study of state curriculum documents found tremendous variability among “grain size (level of specificity of learning outcomes), language used to convey learning outcomes (understand, explore, memorize, etc.), and the grade placement of particular learning expectations.” For example, states varied tremendously on when multiplication of fractions should be introduced, ranging from fourth to eighth grade. Likewise, tremendous variation was seen in when competency was expected with basic number combinations and with various algebraic concepts. And while documents vary greatly in how they address reasoning as a mathematical goal, the study concludes that most “fail to address reasoning aspects in a thorough and comprehensive manner across grade levels and content strands.”

The document concludes with a number of recommendations for how we can achieve better consensus around developing useful learning outcomes. A detailed, book-length report is in publication.

The full report can be found at http://www.mathcurriculumcenter.org/st_std_exec_sum.pdf.