NCTM: Principles & Standards for School Mathematics ( PSSM ) Est: 2000

Equity: The NCTM standards for equity, as outlined in the PSSM, encourage equal access to mathematics for all
students, "especially students who are poor, not native speakers of English, disabled, female, or members of
minority groups."[3] The PSSM makes explicit the goal that all students should learn higher level mathematics,
particularly underserved groups such as minorities and women. This principle encourages provision of extra help to
students who are struggling and advocates high expectations and excellent teaching for all students.[3]

Curriculum: In the PSSM's curriculum section, the NCTM promotes a "coherent" curriculum, in which an orderly
and logical progression increases students' understanding of mathematics and avoids wasting time with unnecessary
repetition.[4] They acknowledge that the relative importance of some specific topics changes over time.[4] For
example, a basic understanding of iteration is important to students who are learning computer programming, and
is almost absent from 19th century textbooks. Similarly, older American math textbooks included lessons that are no
longer considered important, such as rules for calculating the number of bushels of hay that could be stored in a bin
of stated dimensions, because this skill was useful to farmers at that time.[5] The NCTM proposes that mathematics
taught in modern classrooms be the skills that are most important to the students' lives and careers.

Teaching: In the PSSM, the NCTM promotes sound teaching methods, without prescribing a one‐size‐fits‐all
approach.[6] The NCTM wants teachers to be able to use their professional judgment in choosing teaching
techniques. They favor professional development opportunities in both mathematics (content) and in effective
teaching techniques (methods).

Learning: According to the PSSM, a combination of "factual knowledge, procedural facility, and conceptual
understanding" is necessary for students to use mathematics.[7] While they state that 'Learning the "basics" is
important,'[7] the NCTM does not consider the most simplistic forms of memorization by repetition to be sufficient
achievement in mathematics. A good student not only understands how and when to use facts, procedures, and
concepts, but he or she also wants to figure things out and perseveres in the face of challenge. The NCTM
particularly deprecates attitudes in schools that suggest only certain students are capable of mastering math.

Assessment: The Assessment Standards for School Mathematics has been produced by the National Council of
Teachers of Mathematics (NCTM) because we believe new assessment strategies and practices need to be
developed that will enable teachers and others to assess students’ performance in a manner that reflects the
NCTM’s reform vision for school mathematics. Our vision includes the mathematics we expect students to know and
be able to use, the way they have learned it, and how their progress is to be assessed. For school assessment
practices to inform educators as they progress toward this vision, it is essential that we move away from the "rank
order of achievement" approach in assessment toward an approach that is philosophically consistent with NCTM's
vision of school mathematics and classroom instruction.

Technology: http://mathforum.org/technology/papers/ ( Technology and NCTM Standards 2000 )

Reference: http://en.wikipedia.org/wiki/Principles_and_Standards_for_School_Mathematics ( Wiki Free PSSM )

Reference: http://www.nctm.org/standards/content.aspx ( Focal Points )
Reference: http://www.corestandards.org/ ( Common Core State Standards Initiative )
Reference: http://www.corestandards.org/about-the-standards/key-points-in-mathematics ( Key Points - CCSS )
Reference: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf ( CCSS - Math )
Reference: http://www.fayar.net/east/teacher.web/math/standards/index.htm ( Electronic Examples )
Reference: http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk ( ASSL )
Reference: http://www.greatschools.org/worksheets/ ( Great Schools )
Reference: http://www.fayar.net/east/teacher.web/math/standards/document/chapter1/index.htm ( PSSM-2000 )

Reference sites are a view into the History of NCTM Principles, Standards, etc… On and On…
Overview of NCTM Standards: http://en.wikipedia.org/wiki/NCTM_standards ( Wiki Free Location )
The USA National Standards for SS, LA, Math, Science, Technology are included below: ( Interesting… )
US Mint: http://www.usmint.gov/kids/teachers/lessonplans/nationalStandards.cfm
NCTM: Standards for Mathematics: Pre-K to 12 Established: 2000 Page 1
ACADEMICONTENTSTANDARDS

Content Standards: Instructional programs for Pre-K to 12 should enable students to:

Number and Operations Standard:

• Understand numbers, ways of representing numbers, relationships among numbers, and
number systems;
• Understand meanings of operations and how they relate to one another; and
• Compute fluently and make reasonable estimates.

Measurement Standard:
• Understand measurable attributes of objects and the units, systems, and
processes of measurement; and
• Apply appropriate techniques, tools, and formulas to determine measurements.

Geometry Standard:
• Analyze characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationships;
• Specify locations and describe spatial relationships using coordinate geometry
and other representational systems;
• Apply transformations and use symmetry to analyze mathematical situations;
and use visualization, spatial reasoning, and geometric modeling to solve problems.

Algebra Standard:
• Understand patterns, relations, and functions;
* from Principles and Standards for School Mathematics
• Represent and analyze mathematical situations and structures using algebraic symbols;
• Use mathematical models to represent and understand quantitative relationships; and
• Analyze change in various contexts.

Data Analysis and Probability:

• Formulate questions that can be addressed with data and collect, organize, and
display relevant data to answer them;
• Select and use appropriate statistical methods to analyze data;
• Develop and evaluate inferences and predictions that are based on data; and
• Understand and apply basic concepts of probability.
NCTM: Standards for Mathematics: Pre-K to 12 Established: 2000 Page 2

Content (Process) Standards: Instructional programs for Pre-K to 12 should enable students to:

Problem Solving Standard:

• Build new mathematical knowledge through problem solving;
solve problems that arise in mathematics and in other contexts;
• Apply and adapt a variety of appropriate strategies to solve problems; and
• Monitor and reflect on the process of mathematical problem solving

Reasoning and Proof Standard:

• Recognize reasoning and proof as fundamental aspects of mathematics;
make and investigate mathematical conjectures;
• Develop and evaluate mathematical arguments and proofs; and
• Select and use various types of reasoning and methods of proof.

Communication Standard:
• Organize and consolidate their mathematical thinking through communication;
• Communicate their mathematical thinking coherently
and clearly to peers, teachers, and others;
• Analyze and evaluate the mathematical thinking and strategies of others; and
• Use the language of mathematics to express mathematical ideas precisely.

Connections Standard:
• Recognize and use connections among mathematical ideas;
• Understand how mathematical ideas interconnect and build on one another
to produce a coherent whole; and
• Recognize and apply mathematics in contexts outside of mathematics.

Representation Standard:
• Create and use representations to organize, record, and communicate mathematical ideas;
• Select, apply and translate among mathematical representations to solve problems; and
• Use representations to model and interpret physical, social, and mathematical phenomena.
NCTM: What are Curriculum Focal Points for Mathematics Established: 2006

Curriculum focal points are important mathematical topics for each grade level, pre-K–8. These areas of
instructional emphasis can serve as organizing structures for curriculum design and instruction at and across
grade levels. The topics are central to mathematics: they convey knowledge and skills that are essential to
educated citizens, and they provide the foundations for further mathematical learning. Because the focal points
are core structures that lay a conceptual foundation, they can serve to organize content, connecting and bringing
coherence to multiple concepts and processes taught at and across grade levels. They are indispensable elements
in developing problem solving, reasoning, and critical thinking skills, which are important to all mathematics
learning.

When instruction focuses on a small number of key areas of emphasis, students gain extended experience with
core concepts and skills. Such experience can facilitate deep understanding, mathematical fluency, and an
ability to generalize. The decision to organize instruction around focal points assumes that the learning of
mathematics is cumulative, with work in the later grades building on and deepening what students have learned
in the earlier grades, without repetitious and inefficient reteaching. A curriculum built on focal points also has
the potential to offer opportunities for the diagnosis of difficulties and immediate intervention, thus helping
students who are struggling with important mathematics content.

What characteristics qualify a concept or topic to be a curriculum focal point? For inclusion in Curriculum
Focal Points for Prekindergarten through Grade 8 Mathematics, a focal point had to pass three rigorous tests:

• Is it mathematically important, both for further study in mathematics and for use in applications in and outside
of school?
• Does it “fit” with what is known about learning mathematics?
• Does it connect logically with the mathematics in earlier and later grade levels?

A curriculum focal point may draw on several connected mathematical content topics described in Principles
and Standards for School Mathematics (NCTM 2000). It should be addressed by students in the context of the
mathematical processes of problem solving, reasoning and proof, communication, connections, and
representation. Without facility with these critical processes, a student’s mathematical knowledge is likely to be
fragile and limited in its usefulness.

A complete set of curriculum focal points, situated within the processes of mathematics, can provide an outline
of an integrated mathematics curriculum that is different from the outline created by a set of grade-level mastery
objectives or a list of separated content and process targets. In contrast with grade-level mastery objectives,
which can be interpreted as endpoints for learning, curriculum focal points are clearly areas of emphasis, calling
for instruction that will help students learn content that gives them a foundation for increasing their
understanding as they encounter richer and more challenging mathematics.

Instruction based on focal points would devote the vast majority of attention to the content identified for special
emphasis in a grade. A curriculum for pre-K–8 based on a connected set of such focal points could provide a
solid mathematical foundation for high school mathematics.

Reference: http://www.nctm.org/standards/content.aspx?id=270
 Connecting the Standards for Mathematical Practice (Common Core)

to the Standards for Mathematical Content

The Standards for Mathematical Practice describe ways in which developing student
practitioners of the discipline of mathematics increasingly ought to engage with
the subject matter as they grow in mathematical maturity and expertise throughout
the elementary, middle and high school years. Designers of curricula, assessments,
and professional development should all attend to the need to connect the
mathematical practices to mathematical content in mathematics instruction.

The Standards for Mathematical Content are a balanced combination of procedure

and understanding. Expectations that begin with the word “understand” are often
especially good opportunities to connect the practices to the content. Students
who lack understanding of a topic may rely on procedures too heavily. Without
a flexible base from which to work, they may be less likely to consider analogous
problems, represent problems coherently, justify conclusions, apply the mathematics
to practical situations, use technology mindfully to work with the mathematics,
explain the mathematics accurately to other students, step back for an overview, or
deviate from a known procedure to find a shortcut. In short, a lack of understanding
effectively prevents a student from engaging in the mathematical practices.

In this respect, those content standards which set an expectation of understanding

are potential “points of intersection” between the Standards for Mathematical
Content and the Standards for Mathematical Practice. These points of intersection
are intended to be weighted toward central and generative concepts in the
school mathematics curriculum that most merit the time, resources, innovative
energies, and focus necessary to qualitatively improve the curriculum, instruction,
assessment, professional development, and student achievement in mathematics.

It is important to read and reflect on the above words about

Mathematical Content Standards and Mathematical Practice Standards…
Common Core State Standards for Math: Instructional programs Pre-K to 12 should enable students to:
CCSS for Mathematics were presented in draft form as of 2010 and suggestions & comments accepted.
1 Make sense of problems and persevere in solving them: Mathematically proficient students start by explaining to themselves the meaning
of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the
form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems,
and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and
change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing
window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient
students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?”
They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
2 Reason abstractly and quantitatively: Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a
given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending
to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the
symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved;
attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

3 Construct viable arguments and critique the reasoning of others: Mathematically proficient students understand and use stated
assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of
statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use
counterexamples. They justify conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about
data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to
compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an
argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and
actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn
to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make
sense, and ask useful questions to clarify or improve the arguments.
4 Model with mathematics: Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life,
society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student
might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to
solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can
apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need
revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way
tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their
mathematical results in context of the situation and reflect on whether results make sense, possibly improving the model if it has not served its purpose.

5 Use appropriate tools strategically: Mathematically proficient students consider the available tools when solving a mathematical problem.
These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical
package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound
decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically
proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by
strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them
to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at
various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or
solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
6 Attend to precision: Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion
with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and
appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They
calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary
grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and
make explicit use of definitions.

7 Look for and make use of structure: Mathematically proficient students look closely to discern a pattern or structure. Young students, for
example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how
many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive
property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line
in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift
perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For
example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real
numbers x and y.
8 Look for and express regularity in repeated reasoning: Mathematically proficient students notice if calculations are repeated, and look
both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same
calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly
check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the
regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for
the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to
the details. They continually evaluate the reasonableness of their intermediate results.

NCTM Reference: http://www.corestandards.org/the-standards/mathematics/

NCTM Reference: http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/

ODE Reference: http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1704&ContentID=83475