1. NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) Ontario Association of Mathematics Educators (OAME)  The primary professional organization for teacher of mathematics of grades K-12  1989- released Curriculum and Evaluation Standards  1991- released Professional Standards for Teaching Mathematics

2. CURRICULUM STRANDS  Number Sense and Numeration  Geometry and Spatial Sense  Measurement  Patterning and Algebra  Data Management and Probability

3. Number Sense and Numeration Counting, numeral representation, more and/or less than, equal to, part-whole relationships, base ten…

4. Measurement Linear measure, perimeter, area, volume, mass, time, money, comparing sizes of objects, non-standard and standard units of measure…

5. Geometry and Spatial Sense Simple and complex shapes (two and three dimensional), transformational geometry (flips, slides, turns), attributes of shapes (vertices, sides, faces), graphing coordinates…

6. Patterning and Algebra Simple repeating patterns, growing patterns, shape designs, sets of numbers, patterns in art, graphs, data collection, equations, relationships, variables…

7. Data Management and Probability Describing and organizing graphs, statistics, trends, estimations, rations, fractions, collecting, presenting and comparing data…

8. Six Process Standards 1. Problem Solving 2. Reasoning and Proof (conceptual vs. procedural) 3. Communication (oral, written, drawn, kinesthetic… 4. Connections (within and outside mathematics 5.Representation (symbols, diagrams, graphs, charts, pictures) 6.Reflecting (monitoring own thought process)

9. SHIFTS IN CLASSROOM ENVIRONMENT ☺Classrooms as communities and not just collection of individuals ☺ Toward logic and mathematical evidence as verification (away from teacher as authority) ☺ Toward mathematical reasoning (concepts) and away from memorization ☺ Toward conjecturing, inventing, problem solving and creating and away from mechanics of getting the right answer ☺ Toward connecting mathematics to other disciplines

10. MATHEMATICS EXPECTATIONS EXPECTATION: What a child should be able to demonstrate ACTIONS: OBJECTS: This is what a child should This is the content that do to demonstrate their learning, will be demonstrated, e.g. e.g. model, compare, build, equivalent fractions, place connect value