How are California’s teachers shifting their classroom practices in response to the Common Core State Standards in Mathematics? To answer this question, researchers from WestEd’s Math in Common (MiC) initiative* observed 16 teachers over two academic years, 2016-17 and 2017-18.

This report draws on qualitative data — including classroom observations, teacher interviews, and ratings derived from a classroom observation instrument — to present five cases describing shifts in practice related to the new standards. The five cases illustrate the following common themes:

  • Representing and linking mathematical ideas
  • Student access to mathematical content
  • Teachers’ mathematical content knowledge
  • Collaboration supports teachers’ identity
  • Continuing to learn and change

The report also presents recommendations to other districts who seek to build support for teachers as they work to implement the CCSS-M.

* Math in Common (MiC) is a five-year initiative, funded by the S.D. Bechtel, Jr. Foundation, that supports a formal network of 10 California school districts as they are implementing the Common Core State Standards in Mathematics (CCSS-M) across grades K–8.