Principles and Standards For School Mathematics

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)

    The honor my country shall never be stained by an apology from me for the statement of truth and the performance of duty; nor can I give any explanation of my official acts except such as is due to integrity and justice and consistent with the principles on which our institutions have been framed.
    Andrew Jackson (1767–1845)

    To arrive at a just estimate of a renowned man’s character one must judge it by the standards of his time, not ours.
    Mark Twain [Samuel Langhorne Clemens] (1835–1910)

    While most of today’s jobs do not require great intelligence, they do require greater frustration tolerance, personal discipline, organization, management, and interpersonal skills than were required two decades and more ago. These are precisely the skills that many of the young people who are staying in school today, as opposed to two decades ago, lack.
    James P. Comer (20th century)

    The three main medieval points of view regarding universals are designated by historians as realism, conceptualism, and nominalism. Essentially these same three doctrines reappear in twentieth-century surveys of the philosophy of mathematics under the new names logicism, intuitionism, and formalism.
    Willard Van Orman Quine (b. 1908)