Principles and Standards for School Mathematics are guidelines produced by the National Council of Teachers of Mathematics (NCTM) in 2000, setting forth recommendations for mathematics educators. They form a national vision for preschool through twelfth grade mathematics education in the US and Canada. It is the primary model for standards-based mathematics.
The NCTM employed a consensus process that involved classroom teachers, mathematicians, and educational researchers. The resulting document sets forth a set of six principles (Equity, Curriculum, Teaching, Learning, Assessment, and Technology) that describe NCTM's recommended framework for mathematics programs, and ten general strands or standards that cut across the school mathematics curriculum. These strands are divided into mathematics content (Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability) and processes (Problem Solving, Reasoning and Proof, Communication, Connections, and Representation). Specific expectations for student learning are described for ranges of grades (preschool to 2, 3 to 5, 6 to 8, and 9 to 12).
Read more about Principles And Standards For School Mathematics: Origins, Six Principles, Standards, Curriculum Focal Points, Controversy
Famous quotes containing the words principles and, principles, standards, school and/or mathematics:
“Only conservatives believe that subversion is still being carried on in the arts and that society is being shaken by it.... Advanced art today is no longer a cause—it contains no moral imperative. There is no virtue in clinging to principles and standards, no vice in selling or in selling out.”
—Harold Rosenberg (1906–1978)
“[E]very thing is useful which contributes to fix us in the principles and practice of virtue.”
—Thomas Jefferson (1743–1826)
“With his brows knit, his mind made up, his will resolved and resistless, he advances, crashing his way through the host of weak, half-formed, dilettante opinions, honest and dishonest ways of thinking, with their standards raised, sentimentalities and conjectures, and tramples them all into dust. See how he prevails; you don’t even hear the groans of the wounded and dying.”
—Henry David Thoreau (1817–1862)
“Green, green is El Aghir. It has a railway station,
And the wealth of its soil has borne many another fruit:
A mairie, a school and an elegant Salle de Fetes.
Such blessings, as I remarked, in effect, to the waiter,
Are added unto them that have plenty of water.”
—Norman Cameron (b. 1905)
“Mathematics alone make us feel the limits of our intelligence. For we can always suppose in the case of an experiment that it is inexplicable because we don’t happen to have all the data. In mathematics we have all the data ... and yet we don’t understand. We always come back to the contemplation of our human wretchedness. What force is in relation to our will, the impenetrable opacity of mathematics is in relation to our intelligence.”
—Simone Weil (1909–1943)