Crosswalk Highlights
The learning standards crosswalk between the Decision Education (DE) K–12 Learning Standards and the Common Core State Standards (CCSS) for Mathematical Practice found the strongest connections in:
- Data collection and analysis
- Statistics
Please note: developing crosswalks for academic learning standards is a subjective process. These crosswalks are not intended as an all-inclusive list, but as a launchpad for further exploration and identification of opportunities for integrating Decision Education into today’s classrooms.
Explore the Crosswalk’s Key Similarities
Below, find the crosswalk’s main areas of alignment, along with the specific standards within each content area.
Key Areas of Math Alignment:
The Standards for Mathematical Practice outline foundational skills that students must develop to be proficient in mathematics, from problem solving to reasoning and making connections. While multiple Standards for Mathematical Practice were identified as having strong alignments with DE standards, the following areas have the strongest alignment with the greatest number of DE standards:
- MP3: Construct viable arguments and critique the reasoning of others: This standard refers to a key mathematical practice where students are expected to not only justify their own solutions and thought processes but also actively analyze and evaluate the reasoning behind others’ approaches, essentially engaging in a critical discussion about mathematical concepts and strategies, defending their own logic while identifying potential flaws in others’ arguments.
- MP4: Model with mathematics: This standard refers to the mathematical practice where students apply their existing math knowledge to represent real-world situations using various tools like diagrams, graphs, tables, and equations, analyzing the relationships between quantities to solve problems, and interpreting the results within the context of the situation; essentially, translating real-world scenarios into mathematical terms to understand and solve them effectively.
- MP7: Look for and make use of structure: This standard refers to the mathematical practice where students actively identify patterns, recurring elements, and underlying organizational structures within a problem to simplify calculations, solve problems more efficiently, and make connections between different mathematical concepts; essentially, it encourages students to “see the bigger picture” in a problem by analyzing its components and how they relate to each other.
Key Areas of Decision Education Alignment:
Thinking Probabilistically (TP) has the most natural overlap with the math standards. While all five TP standards were identified to have strong overlap with some CCSS Math standards, the most aligned DE standards include:
- TP2: Strategically apply appropriate numeracy and probability techniques.
- TP3: Use probabilistic thinking to evaluate evidence and truth claims, and to update beliefs.
- TP4: Use probabilistic thinking when making predictions and evaluating real-world contexts.
Structuring Decisions (SD) has two standards that overlap strongly with multiple Math Standards. The most aligned DE standards include:
- SD4: Gather and analyze information from multiple sources to evaluate decision options.
- SD5: Make predictions about the outcomes of each decision option.
- SD6: Explain and provide the rationale behind a decision.
Recognizing and Resisting Cognitive Biases (CB) has multiple standards that overlap strongly with the math standards. The most aligned DE standards include:
- CB.5: Recognize and actively resist the framing effect.
- CB.8: Recognize and actively resist the tendency to ignore measures of likelihoods and relevant data when making judgments.
Valuing and Applying Rationality (VAR) has one standard that overlaps strongly with math standards, the alignment is significant, and would require little effort to weave in authentically:
- VAR8: Apply scientific reasoning to problem solving and decision-making.
