Educating the Whole Child 23

The Charge is Ours:

Teaching Elementary School
Mathematics through Best
Practices and Common Core
Initiatives
By Jennifer H. Osborne

T he author provides educators with the charge of utilizing best practices for teaching
elementary school mathematics while addressing the needs set forth through the Common
Core State Standards Initiative. She reviews and summarizes supporting research to promote the
use of nontraditional, engaging pedagogy. Through the information provided in this article, she
advocates a more student-centered approach to teaching mathematics.

As a university professor of elementary education whose primary focus is to train

preservice and practicing teachers in the best methods for teaching primary and middle
grade mathematics, I have encountered countless dispositions and preconceived notions
of what it means to be a quality mathematics teacher. The old-fashioned methodology
of having one’s students work the even problems from the assigned text during class
and the odd problems for homework surprisingly still exists among many. Research has
shown the need for instructional shifts in the mathematics classroom for many years
(Mathematics Association of America [MAA], 2008). However, the present evolution of
public educational systems has changed what was once merely a research-based indication
of the need for an instructional change to a full-on demand for such a shift through the
Common Core State Standards.
The Common Core State Standards have called for significant shifts within the
mathematics curriculum. “These Standards are not intended to be new names for old ways
of doing business. They are a call to take the next step” (Common Core State Standards
Initiative, 2015, para. 6). The new, deeper standards require a more refined skill set for
teaching based upon relevant Pedagogical Content Knowledge [PCK]. Of course, research

Jennifer H. Osborne, EdD, a member of Alpha Gamma Chapter in Zeta State Organization
(MS), is an assistant professor of elementary education at The University of Southern
Mississippi. She teaches both graduate and undergraduate mathematics methods courses in
elementary education programs. She earned her doctorate in elementary education, specialist
degree in educational leadership, and  master’s degree in elementary education from The
University of Mississippi. She earned undergraduate degrees in educational psychology
and elementary education from Mississippi State University. Osborne is passionate about
providing top quality teacher training. jennifer.osborne@usm.edu
 24 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators

has indicated the need for more complex mathematical instruction for years. Shulman
(1999) described the knowledge of mathematics content and the knowledge of how to
teach mathematics appropriately as being intertwined in complex ways and coined the
concept of PCK to describe the intersection of subject knowledge with pedagogical
knowledge (Shulman, 1987). Shulman described PCK in more detail:
Pedagogical content knowledge also includes an understanding of what makes the
learning of specific topics easy or difficult: the conceptions and preconceptions
that students of different ages and backgrounds bring with them to the learning of
those most frequently taught topics and lessons. (1986, as cited in Lowenberg Ball
et al., 2008, p. 392)
The art of perfecting this intersection has been explored by many in the course of the
last decade. Teachers’ deficiencies in both subject knowledge and pedagogical knowledge
have been documented by researchers (Ball, 1990; Hill, Ball, & Schilling, 2008), and
The National Council of Supervisors of Mathematics (2008) reported a profound lack
of understanding among teachers with regards to
teaching and learning of mathematics in Grades
The National Council K-12—a lack of understanding that may lead to
of Supervisors the use of ineffective teaching practices. In addition,
research has indicated that teachers in the United
of Mathematics reported States are beginning careers with insufficient
knowledge to teach mathematics effectively (Da
a profound lack Ponte & Chapman, 2006). The National Council
of understanding for Accreditation of Teacher Education (2003)
stated that mathematics teachers should “possess
among teachers a deep understanding of how students learn
with regards to teaching mathematics and use the pedagogical knowledge
specific to mathematics teaching and learning”
and learning of mathematics (p. 3). Such knowledge must be learned through
in Grades K-12. the teacher preparation programs of preservice
teachers, professional development opportunities
for practicing teachers, and significant classroom
experiences (Lannin et al., 2013).
In conclusion, the charge is ours. It is up to all educators to accept the charge to
embrace current best practices for teaching mathematics. To do so, educators must
immerse themselves in current research, strive to incorporate best methods of mathematics
instruction, and become educational experts regarding the Common Core State
Standards for Elementary School Mathematics. Teachers must become advocates for the
instructional shifts needed to provide the best quality of education possible in all primary
and middle-grade mathematics classrooms in the United States and across the globe.
The time to embrace current best practices for teaching mathematics is now. Through
such improvements, math educators will better serve the needs of the whole child. The
Common Core State Standards are designed to help students reach academic standards
that prepare them for college and careers, and the standards require teachers to rethink
current practices. Yes, indeed, my fellow educators, the charge to improve education—in
mathematics and every discipline—belongs to each and every one of us.
Educating the Whole Child 25

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