ABSTRACT
Instruction that supports the goals and expectations articulated in the National Council of Teachers of Mathematics Standards documents (Martin, 2007; NCTM, 2000) and the Common Core State Standards for Mathematics (CCSSM) (NGA & CCSSO, 2010b) represents a significant shift from instructional practices commonly used for teaching mathematics. In many mathematics classrooms, instructional practices are teacher-centered and place students in a passive role as recipients of information. The Standards documents provide a more dynamic vision for mathematics teaching in which students are actively engaged in doing and thinking about mathematics, justifying and explaining their thinking, and making judgments about ideas presented by others.
