This document presents a learning progression of the Common Core State Standards (CCSS) in mathematics. Included is a working definition of learning progressions and a description of the conceptual framework that has guided the work on this project, which attempts to describe research-based pathways for learning that can guide lesson planning, and curriculum and assessment development K-12. This document was developed in 2010-2011 by national content experts, researchers, and master teachers from across the U.S. using empirical research and the CCSS in mathematics.
This resource defines learning progressions (LPs) according to several guiding principles: that LPs are developed and refined using available research and evidence; that they have clear binding threads that articulate the essential core concepts and processes of a discipline (sometimes called the "big ideas" of the discipline); that they articulate movement towards deeper, broader, more sophisticated understanding; and that they go hand-in-hand with well-designed and aligned assessments. This resources is useful in considering LPs to guide development of curricula, assessment practices, and instruction relative to individualized student needs. Overall, the content is good, well illustrated, and supported by supplemental resources. However, individuals unfamiliar with the concept of LPs could find some of the information somewhat challenging to utilize.