1. 1

2. 2 To have the student learn: The history of the development of the Principles and Standards; the vision of the NCTM; Principles; and the Standards

3. As an organization representing teachers of mathematics, NCTM shares with students, school leaders, and parents and other caregivers the responsibility to ensure that all students receive a high- quality mathematics education. 3

4. The History - 4 1989 The Curriculum and Evaluation Standards 1991 Professional Teaching Standards 1995 Assessment Standards 2000 Principles and Standards for School Mathematics?

5. Why Principles and Standards for School Mathematics? 5

6. 6 Therefore, school mathematics must continue to improve. The Case Is Straightforward The world is changing. Our students are different. School mathematics is not working well enough for enough students.

7. 7 The World Is Changing In everyday life, we are bombarded with “mathematical” information. In the workplace, we are regularly challenged to learn new skills. Our lives are being reshaped by changing technologies. Therefore, school mathematics must continue to improve.

8. 8 Our Students Are Different They have competing demands on their time. They are comfortable with and use technology. They are accustomed to visual stimulation and have easy access to information. Therefore, school mathematics must continue to improve.

9. 9 School Mathematics Is Not Working Well Enough for Enough Students Internationally, our students are not mathematically competitive LOWER 7 countries LOWER 7 countries SAME 14 countries SAME 14 countries HIGHER 20 countries HIGHER 20 countries United States Source: TIMSS Grade 8, 1994 - 1995

10. 10 … Mathematics is Important! “The strongest predictor of earnings nine years after graduation from high school is the number of mathematics courses taken.” Source: USDL SCANS Report, 1990.

11. 11 We need math in our changing world: math for life; math as a part of our cultural heritage; math for science and technological communication; and to open doors for our future. math for work;.

12. What are the Principles and Standards for School Mathematics? 12

13. The Principles and Standards for School Mathematics have four parts - Principles (Ch 2) 13 Standards Overview (Ch 3) Standards in four bands PK-2, 3-5, 6-8, and 9-12 (Ch 4 - 7). Steps needed to accomplish these goals (Ch 8).

14. 14 Teaching Principles (Chapter 2) The principles describe particular features of high-quality mathematics programs Equity Curriculum Learning Teaching Assessment Teaching Assessment Technology

15. 15 The Standards The standards are in two sets. The content standards and the processing standards. For purposes of curriculum development and teaching the two sets are inseparable.

16. 16 The Content Standards Number and Operations Algebra Geometry Measurement Data Analysis and Probability These standards span all grade bands..

17. 17 Emphasis Across the Grades Number Algebra Geometry Measurement Data Analysis and Probability Pre-K–23–56–89–12

18. 18 The Processing Standards Problem Solving Reasoning and Proof Communication Connections Representation These standards span all grade bands..

19. The NCTM vision for the future. 19

20. 20 The standards are a vision of what it means to be mathematically literate both in a world that relies on calculators and computers to carry out mathematical procedures and in a world where mathematics is rapidly growing and is extensively being applied in diverse fields.

21. 21 The standards were developed by the mathematics education community in response to a call for reform in the teaching and learning of mathematics. Developed in response to a consensus of the mathematics education community that all students need to learn more, and often different, mathematics and that instruction in mathematics must be significantly revised.

22. 22 There are three reasons that standards are needed; To insure quality, to indicate goals, and to promote change. There are three reasons that standards are needed; To insure quality, to indicate goals, and to promote change.

23. 23 Summary

24. 24 Why update the 1989 Standards? We have: –new research about learning. –learned from the past 10 years. –new technologies that require analysis and consideration of the impact and role of technology in teaching mathematics. –new skills needed for life and work.

25. 25 Why Is It Important to Set Higher Standards for Ourselves? Teachers are key figures in changing the ways in which mathematics is taught and learned in schools. But teachers cannot do it by themselves. Such improvements require that teachers have long-term support and adequate resources. But existing support systems for mathematics teachers are as inadequate for teaching in today’s society as the mathematics curriculum of the past is for educating our children who live and work in the twenty–first century..

26. 26 Our Programs Need to Accommodate Students by: connecting to student interest. looking at the logical structure and the experimental sides of mathematics. creating a tool-rich environment for learning mathematics, understanding what sense students are making of mathematics..

27. 27 A Case Study of Success Portland Middle School serving a rural community in Michigan spends less than $5000 per pupil and is fourth from the bottom of the surrounding 36 school districts, started a standards based curriculum in 1990. The results on the Michigan Educational Assessment Program test follow.

28. 28 YEAR% Satisfactory% low category 199144.420.5 199256.715.0 199363.38.6 199468.28.4 199578.86.8 MEAP Assessment

29. 29 National Assessment of Educational Progress

30. It is Easier to Build Leslie Bourdier, Houma, LA 30 Remake Adults Than to Children

31. 31 Reminder - Principles and Standards Web Site standards.nctm.org

32. 32 Assignment Read: NCTM Principles and Standards p 11-19.