As the nation transitions into a new national curriculum, the Common Core State Standards for Mathematics (CCSSM), educators face the challenge of meeting the needs of a diverse student population coupled with a change in standards. The purpose of this phenomenological study was to understand educators’ perceptions surrounding the implementation of these standards specific to students with learning disabilities in mathematics. Five rural, middle school educators were interviewed using a series of questions that investigated their experiences related to implementation of the CCSSM. Interviews were recorded and transcribed. Coding was used to identify emergent themes surrounding the phenomenon. Six emergent themes were identified: 1) disconnect between the focus on depth of knowledge and the unique learning characteristics of students with learning disabilities in math, 2) uncertainty surrounding teaching multiple strategies for problem-solving, 3) benefits from a streamlined set of standards 4) teacher and student challenges in transitioning to the CCSSM, 5) lack of professional development, and 6) acknowledgement of the cyclical nature of standards in education. The implication of this study suggests teachers acknowledge the benefits and limitations for implementing the CCSSM with students with learning disabilities in mathematics.
","abstract_html":"<p>As the nation transitions into a new national curriculum, the Common Core State Standards for Mathematics (CCSSM), educators face the challenge of meeting the needs of a diverse student population coupled with a change in standards. The purpose of this phenomenological study was to understand educators’ perceptions surrounding the implementation of these standards specific to students with learning disabilities in mathematics. Five rural, middle school educators were interviewed using a series of questions that investigated their experiences related to implementation of the CCSSM. Interviews were recorded and transcribed. Coding was used to identify emergent themes surrounding the phenomenon. Six emergent themes were identified: 1) disconnect between the focus on depth of knowledge and the unique learning characteristics of students with learning disabilities in math, 2) uncertainty surrounding teaching multiple strategies for problem-solving, 3) benefits from a streamlined set of standards 4) teacher and student challenges in transitioning to the CCSSM, 5) lack of professional development, and 6) acknowledgement of the cyclical nature of standards in education. The implication of this study suggests teachers acknowledge the benefits and limitations for implementing the CCSSM with students with learning disabilities in mathematics.</p>","abstract_has_math":false,"creators":["Mills, Andrew R"],"institution":null,"degree_name":"Master of Arts in Education","degree_level":"Thesis","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Dr. Abby Cameron-Standerford"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-01T08:00:00Z","date_published":"2015-12-01T08:00:00Z","updated_at":"2026-07-24T03:23:34Z","subjects":["Common Core State Standards","Common Core State Standards for Mathematics","Learning Disability","Learning Disabilities in Mathematics","Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/73","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Abby Cameron-Standerford"]},{"key":"dc:creator","label":"Author","values":["Mills, Andrew R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-04-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Common Core State Standards","Common Core State Standards for Mathematics","Learning Disability","Learning Disabilities in Mathematics","Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/73"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As the nation transitions into a new national curriculum, the Common Core State Standards for Mathematics (CCSSM), educators face the challenge of meeting the needs of a diverse student population coupled with a change in standards. The purpose of this phenomenological study was to understand educators’ perceptions surrounding the implementation of these standards specific to students with learning disabilities in mathematics. Five rural, middle school educators were interviewed using a series of questions that investigated their experiences related to implementation of the CCSSM. Interviews were recorded and transcribed. Coding was used to identify emergent themes surrounding the phenomenon. Six emergent themes were identified: 1) disconnect between the focus on depth of knowledge and the unique learning characteristics of students with learning disabilities in math, 2) uncertainty surrounding teaching multiple strategies for problem-solving, 3) benefits from a streamlined set of standards 4) teacher and student challenges in transitioning to the CCSSM, 5) lack of professional development, and 6) acknowledgement of the cyclical nature of standards in education. The implication of this study suggests teachers acknowledge the benefits and limitations for implementing the CCSSM with students with learning disabilities in mathematics.
"]},{"key":"dc:title","label":"Title","values":["EMERGENT THEMES SURROUNDING THE IMPLEMENTATION OF THE COMMON CORE STATE STANDARDS FOR MATHEMATICS FOR STUDENTS WITH LEARNING DISABILITIES IN MATHEMATICS"]}]}],"canonical_facts":{"dc:contributor":["Dr. Abby Cameron-Standerford"],"dc:creator":["Mills, Andrew R"],"dc:date.available":["2015-04-01T07:00:00Z"],"dc:description.abstract":["As the nation transitions into a new national curriculum, the Common Core State Standards for Mathematics (CCSSM), educators face the challenge of meeting the needs of a diverse student population coupled with a change in standards. The purpose of this phenomenological study was to understand educators’ perceptions surrounding the implementation of these standards specific to students with learning disabilities in mathematics. Five rural, middle school educators were interviewed using a series of questions that investigated their experiences related to implementation of the CCSSM. Interviews were recorded and transcribed. Coding was used to identify emergent themes surrounding the phenomenon. Six emergent themes were identified: 1) disconnect between the focus on depth of knowledge and the unique learning characteristics of students with learning disabilities in math, 2) uncertainty surrounding teaching multiple strategies for problem-solving, 3) benefits from a streamlined set of standards 4) teacher and student challenges in transitioning to the CCSSM, 5) lack of professional development, and 6) acknowledgement of the cyclical nature of standards in education. The implication of this study suggests teachers acknowledge the benefits and limitations for implementing the CCSSM with students with learning disabilities in mathematics.
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