Greater understanding of mathematical processes and practices is needed.
For each of the Common Core Mathematical Practices standards, only about
one-third of students reached the college- and career-ready level. States and
districts must ensure that conceptual understanding is emphasized for all
students in mathematics.
More specifically, students at all grade levels need
• working and solving challenging nonroutine problems;
• explaining methods and justifying conclusions;
• predicting and conjecturing about things like unknown numbers,
measurements, quantitative relations, the behavior of functions, how well a
model fits reality, the effectiveness of different solution methods, and the way
probabilistic events occur; and
• looking for patterns and structure in places like diagrams, equations, number
systems, proofs, problems, tables, graphs, and real-world objects. (p.7)
These ACT Results verify the need for significant reform in the way we teach high School Mathematics as a more Student Engaged Learning Experience. For the "First Look" Full Report and all of its recommendations - click here.