NCTM Standards I.  What are they? “The Principles and Standards for School Mathematics is intended to be a resource and guide for all who make decisions that affect the mathematics education of students in pre-kindergarten through grade 12. The recommendations in it are grounded in the belief that all students should learn important  mathematical concepts and processes with understanding. Principles and Standards makes an argument for the importance of such understanding and describes ways students can attain it. … Principles and Standards has been produced by the National Council of Teachers of Mathematics (NCTM), an international professional organization committed to excellence in mathematics teaching and learning for all students.” (Principles and Standards for School Mathematics, ix) II.  Chapter 1: A Vision for School Mathematics ? “Imagine a classroom, a school, or a school district where all students have access to high-quality, engaging mathematics instruction. There are ambitious expectations for all, with accommodation for those who need it. Knowledgeable teachers have adequate resources to support their work…” (give whole vision on pg. 3) ? The need for Mathematics in a Changing World (pg. 4) ? Mathematics for life ? mathematics as part of cultural heritage ? mathematics for the workplace ? mathematics for the scientific and technological community ? The vision presented is idealized, but the Standards are a central role in improvement. III.  Principles for School Mathematics: ? Equity: Excellence in mathematics education requires equity-high expectations and strong support for all students ? Curriculum: A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades. ? Teaching: Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it will ? Learning: Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge. ? Assessment: Assessment should support the learning of important mathematics and furnish useful information to both teachers and students. ? Technology: Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students learning. IV.  Standards for School Mathematics: Prekindergarten through grade 12: NCTM’s Proposal for what should be valued in school mathematics education. “These 10 standards describe a connected body of mathematical understandings and competencies-a comprehensive foundation recommended for all students, rather than a menu from which to make curricular choices.  Standards are descriptions of what mathematics instruction should enable students to know and do. They specify understanding, knowledge, and skills that students should acquire from prekindergarten through grade 12. The Content Standards-Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability-explicitly describe the content that students should learn. The Process Standards-Problem Solving, Reasoning and Proof, Communication, Connections, and Representation-highlight ways of acquiring and using content knowledge.” (pg. 29) ? Number and Operations ? Algebra ? Geometry ? Measurement ? Data Analysis and Probability ? Problem Solving ? Reasoning and Proof ? Communication ? Connections ? Representation V.  Working Together to Achieve the Vision “Achieving high standards in mathematics education calls for clear goals. It calls for the active participation of teachers, administrators, policymakers, higher-education faculty, curriculum developers, researchers, families, students, and community members.” ? Roles and Responsibilities ? Mathematics teachers ? Mathematics students ? Mathematics Teacher-Leaders (specialist between teachers and administrators who assist in improvement) ? School, District, and State or Province Administrators ? Higher Education Faculty ? Families, Other Caregivers, and Community Members