Improving Mathematics Education Resources for Decision Making (2001) / Chapter Skim
Currently Skimming:
2 What Should We Teach?
2 What Should We Teach?
Pages 5-9
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 5... ...
To help educators consider their curriculum, we offer three questions, then suggest a resource generated at the national level that can provide advice for states, districts, and schools formulating their own plans in response to these questions: What mathematics should all students know and be able to do? What mathematics should be taught at what grade levels?
|
From page 6... ...
As such, Principles and Standards represents a negotiated position about appropriate content for school mathematics to which educators should give careful consideration. The developers offer the standards as a guide for ensuring quality, developing goals, and promoting change by suggesting common language, examples, and recommendations to engage people at state, provincial and local levels in conversations about mathematics education.
|
From page 7... ...
The mathematical content of the curriculum is organized into five major content strands for school mathematics (numbers and operations, algebra, geometry, measurement, and data analysis and probability) and five major process domains (problem solving, reasoning and proof, communication, connections, and representations)
|
From page 8... ...
Disaggregate enrollment and achievement data to analyze patterns of equity of opportunity and equity of outcome and develop plans and programs that respond to any differences that are found. Develop and implement professional development opportunities to ensure that all teachers of mathematics have the mathematical and pedagogical knowledge and skill needed to implement a curriculum that will meet the needs of their students.
|
From page 9... ...
. Develop programs and policies to ensure that school, district, and state administrators who are responsible for shaping instructional programs provide the human and material resources necessary for their im Cementation at the school, district, and state levels.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.