Matthew C. Robinson, Summer B 2006 The National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics Matthew C. Robinson, Summer B 2006

The PSSM The Principles and Standards desire to set forth a “comprehensive and coherent set of goals for mathematics for all students from prekindergarten through grade 12” (NCTM, 2000).

The Principles The Principles highlight the basic characteristics of a high quality mathematics instructional program and provide guidance for making educational decisions.

The Principles cont. 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 well.

The Principles cont. 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.

The Standards Five Standards describe the mathematical content that students should learn to be successful

The Content Standards Number and Operations Algebra Geometry Measurement Data Analysis and Probability

The Standards Five Standards highlight the mathematical processes that students draw on to acquire and use their content knowledge.

The Process Standards Problem Solving Reasoning and Proof Communication Connections Representation

The make up Each Standard is broken up into four grade-level bands: Pre-K to 2nd Grade 3rd Grade to 5th Grade 6th Grade to 8th Grade 9th Grade to 12th Grade Each of the Content Standards includes a set of expectations specific to that grade band.

How were they made? NCTM was founded in 1920. In 1989 NCTM released Curriculum and Evaluation Standards for School Mathematics Outlined extensive goals for teachers and policy makers for the school discipline.

How were they made? In 1991, NCTM published the Professional Standards for Teaching Mathematics Described the elements of effective mathematics teaching In 1995 NCTM released the Assessment Standards for School Mathematics Established objectives against which assessment practices can be measured

How were they made? From 1995 to 2000, NCTM rewrote and revised its three previous documents into one released in 2000: The Principles and Standards for School Mathematics A single resource that can be used to improve mathematics curricula, teaching, and assessment