You may be opening up a hornet's nest, but here goes my own
opinion (not be confused with my school's, my state's, or
Phthththth on much of CCSS Math.
OK, the first idea behind Common Core was to get states on
the same idea of curriculum each year, so that a child
could successfully move from State A to State B and not
find him/herself either repeating or losing material.
Great thought. However, that's where (IMHO) the good
Then came the idea, less standards, but get deeper into
them. For Kindergarten (so say my colleagues), this meant
we are not spending time with teaching money, a ruler,
patterning (BIG mistake, IMHO). OK, two out of the three
isn't bad there.
However, in my brand new Math textbook this year, in Unit
1, within the first 10 lessons, I am supposed to introduce
the idea of partner numbers. I.E. 3 red and 2 blue color
tiles is 5, the same as 5 blue color tiles. About half of
my students "get" that concept. The others are barely
figuring out getting 5 tiles of ANY color on the page. So
here we are, lesson 5 or 6, and already losing kids. I
figure it this way -- I'll introduce the idea, and those
kids that "get" it are that much ahead. For the rest of
them, let's just get 5 tiles on the page and not worry
about what color they are.
I took a peek at the upper grades textbooks. YeGads, it
reminded me of the SRA "New Math" of the 1960s - the ones
that lost me in Math for years afterwards.
About half the states have adopted CCSS. A few states
adopted it and then rescinded it, for very good reasons.