1. Principles & Standards for School Mathematics & Group Presentation Overview NCTM, 2000

2. The six principles for school mathematics address overarching themes (NCTM, 2000): The Equity Principle. Excellence in mathematics education requires equity—high expectations and strong support for all students. The Curriculum Principle. A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades. The Teaching Principle. Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.

3. Six Principles for School Mathematics (NCTM, 2000): The Learning Principle. Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge. The Assessment Principle. Assessment should support the learning of important mathematics and furnish useful information to both teachers and students. The Technology Principle. Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning.

4. The Six Principles for School Mathematics – Can influence the development of: curriculum frameworks, the selection of curriculum materials, the planning of instructional units or lessons, the design of assessments, the assignment of teachers and students to classes, instructional decisions in the classroom, and the establishment of supportive professional development programs for teachers

5. Standards for School Mathematics: Prekindergarten through Grade 12 Content and Process 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. The standards are descriptions of what mathematics instruction should enable students to know and do. They specify the understanding, knowledge, and skills that students should acquire from prekindergarten through grade 12. NCTM, 2000

6. The Content Standards— Probability— The Content Standards—explicitly describe the content that students should learn: Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability

7. The Process Standards— The Process Standards—highlight ways of acquiring and using content knowledge: Problem Solving, Reasoning and Proof, Communication, Connections, and Representation

8. Google Scholar – Google Scholar Lists Holdings In University Libraries Google Scholar searchers now have access to holdings at the Texas A&M University Libraries. Google Scholar lists links to university electronic holdings Students should go to scholar.google.com and set their preferences for Texas A&M University.

9. More on Google Scholar – When searching, look for the phrase "Full text@TAMU" and click on that link. The resulting menu allows the user to access electronic holdings as well as search the libraries' catalog (LibCat) and the Medical Sciences Library catalog (Chiron). For more information about Google Scholar and the university's holdings, go to library.tamu.edu and click on help.

10. Activity and Chapter Presentation Overview – – One to two people each week will be responsible for presenting the information to the class. Each grade level team (PK-5 and 6-12) will also be responsible for presenting lesson activities each week. Lessons can be designed or found from key sources like required and suggested readings (or publications on technology resources, educational web sites etc.).

11. Activity and Chapter Presentation Continued – Lessons should relate to the respective weekly topics and integrate number and quantity concepts. Use any methods that you feel are appropriate for your presentations, be creative. Internet connected laptops will be set up for all class meetings and can be used to access electronic resources as well (i.e. online manipulatives, math applets, data-rich sites, software programs etc.).

12. Activity and Chapter Presentation Continued – In addition, discussion boards have been set up in the eZone’s My eAssessment Center for both the PK-5 and 6-12 groups. Since some of you are on campus and some are remote, hopefully both your group discussion boards (and ePortfolios) will provide a useful space for you to collaborate, plan, and share resources with your group members, as you prepare your weekly activities.