ABSTRACT
Many teachers feel that mathematics is the easiest discipline in which to provide pre-assessment data. However, the idea that the student can either do the computation or cannot leaves out a valuable component in the learning process. Computational understanding does not ensure conceptual understanding. The Mathematical Practices prepare students to engage with problems that they have not previously been taught, a process that reflects what students are required to do on performance-based assessments. Conversion to the CCSS means that today’s math students will need more than a list of algorithms that allow them to plug in information to known formulas. They must be able to discern what is needed to solve complex problems for which no algorithm has been developed. Placing students in learning situations that promote appropriate challenge allows them to develop the Mathematical Practice frameworks they will need to succeed in the future math endeavors.
