To the Editor:

During a parent teacher conference, a father lamented the "Common Core math" that he did not understand. Why couldn't his child just learn the algorithm for adding and subtracting two and three digit numbers? Family members and educators who collectively want children to be capable mathematical thinkers can - and should - be aligned in their approach. As a Newtown native, graduate of the Newtown Public School System, as well as a second grade teacher in Region 15, I have a vested interest in our kids.

The Common Core State Standards (CCSS) in mathematics are a topic of national conversation characterized by conflicting viewpoints. No matter one's stance on the implementation of these standards, the CCSS are driving instruction for the children in front of us right now. Family members and educators need to be united in supporting students in the common goal of developing young mathematicians using sound research-based practices, especially with a new school year approaching.

Exhibiting a positive attitude toward math has been shown to influence both student attitudes and actual achievement in mathematics. Fueling empowerment rather than frustration is pivotal in a child's mathematical development, and one way in which families and educators can actively contribute here is in the attitudes they choose to share, as well as encourage.

Some families feel at a loss for language to use with children when engaging in a mathematical conversation. The Standards for Mathematical Practice, a set of eight processes and proficiencies that students need to develop across their educational career, offer lenses for framing exchanges with students about their thinking. The Standards for Mathematical Practice transcend grade levels, so it is important to become familiar with areas of expertise that children should develop. There are many resources that offer language targeted for specific mathematical practices to make use of with students, such as the Kansas Association of Teachers of Mathematics flipbooks, easily found through a search online. Adults need to feel empowered and confident that they are conversing in a mathematically sound manner.

While the Standards for Mathematical Practice transcend grade levels, the content within the standards is grade-level specific. Becoming familiar with the progression of mathematics K-12 is a third actionable step that families and educators should take in order to support learners. Knowing where a child is developmentally in his/her progression of mathematical skills and conceptual understandings allows for tailored support in their learning.

The arguments regarding the adoption or nonadoption of the CCSS are complex and layered. A fresh school year is about to begin in states across the country, many of which have formally adopted the CCSS, including our own. We need to analyze various perspectives regarding the CCSS in order to make informed decisions about where our ideology falls in the context of this debate. Regardless of that decision, there are classrooms abuzz with children who engage with mathematics daily and they deserve to be championed by confident, mathematically literate adults.

Erin Birden

535 Lakeside Road, Southbury                                August 15, 2016