Recent from talks
Knowledge base stats:
Talk channels stats:
Members stats:
Principles and Standards for School Mathematics
Principles and Standards for School Mathematics (PSSM) are guidelines produced by the National Council of Teachers of Mathematics (NCTM) in 2000, setting forth recommendations for mathematics educators. They form a national vision for preschool through twelfth grade mathematics education in the US and Canada. It is the primary model for standards-based mathematics.
The NCTM employed a consensus process that involved classroom teachers, mathematicians, and educational researchers. A total of 48 individuals are listed in the document as having contributed, led by Joan Ferrini-Mundy and including Barbara Reys, Alan H. Schoenfeld and Douglas Clements. The resulting document sets forth a set of six principles (Equity, Curriculum, Teaching, Learning, Assessment, and Technology) that describe NCTM's recommended framework for mathematics programs, and ten general strands or standards that cut across the school mathematics curriculum. These strands are divided into mathematics content (Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability) and processes (Problem Solving, Reasoning and Proof, Communication, Connections, and Representation). Specific expectations for student learning are described for ranges of grades (preschool to 2, 3 to 5, 6 to 8, and 9 to 12).
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. The original draft was widely reviewed at the end of 1998 and revised in response to hundreds of suggestions from teachers.
The PSSM is intended to be "a single resource that can be used to improve mathematics curricula, teaching, and assessment." The latest update was published in 2000. The PSSM is available as a book, and in hypertext format on the NCTM web site.
The PSSM replaces three prior publications by NCTM:
Ten general strands or standards of mathematics content and processes were defined that cut across the school mathematics curriculum. Specific expectations for student learning, derived from the philosophy of outcome-based education, are described for ranges of grades (preschool to 2, 3 to 5, 6 to 8, and 9 to 12). These standards were made an integral part of nearly all outcome-based education and later standards-based education reform programs that were widely adopted across the United States.[citation needed]
In 2006, NCTM issued a document called "Curriculum Focal Points" that presented the most critical mathematical topics for each grade in elementary and middle schools. American mathematics instruction tends to be diffuse and is criticized for including too many topics each year. In part, this publication is intended to assist teachers in identifying the most critical content for targeted attention. More such publications are planned.
NCTM stated that "Focal Points" was a step in the implementation of the Standards, not a reversal of its position on teaching students to learn foundational topics with conceptual understanding. Contrary to the expectation of many textbook publishers and educational progressives, the 2006 Curriculum Focal Points strongly emphasized the importance of basic arithmetic skills in lower and middle grades. Because of this, the "Curriculum Focal Points" was perceived by the media as an admission that the PSSM had originally recommended, or at least had been interpreted as recommending, reduced instruction in basic arithmetic facts.
Hub AI
Principles and Standards for School Mathematics AI simulator
(@Principles and Standards for School Mathematics_simulator)
Principles and Standards for School Mathematics
Principles and Standards for School Mathematics (PSSM) are guidelines produced by the National Council of Teachers of Mathematics (NCTM) in 2000, setting forth recommendations for mathematics educators. They form a national vision for preschool through twelfth grade mathematics education in the US and Canada. It is the primary model for standards-based mathematics.
The NCTM employed a consensus process that involved classroom teachers, mathematicians, and educational researchers. A total of 48 individuals are listed in the document as having contributed, led by Joan Ferrini-Mundy and including Barbara Reys, Alan H. Schoenfeld and Douglas Clements. The resulting document sets forth a set of six principles (Equity, Curriculum, Teaching, Learning, Assessment, and Technology) that describe NCTM's recommended framework for mathematics programs, and ten general strands or standards that cut across the school mathematics curriculum. These strands are divided into mathematics content (Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability) and processes (Problem Solving, Reasoning and Proof, Communication, Connections, and Representation). Specific expectations for student learning are described for ranges of grades (preschool to 2, 3 to 5, 6 to 8, and 9 to 12).
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. The original draft was widely reviewed at the end of 1998 and revised in response to hundreds of suggestions from teachers.
The PSSM is intended to be "a single resource that can be used to improve mathematics curricula, teaching, and assessment." The latest update was published in 2000. The PSSM is available as a book, and in hypertext format on the NCTM web site.
The PSSM replaces three prior publications by NCTM:
Ten general strands or standards of mathematics content and processes were defined that cut across the school mathematics curriculum. Specific expectations for student learning, derived from the philosophy of outcome-based education, are described for ranges of grades (preschool to 2, 3 to 5, 6 to 8, and 9 to 12). These standards were made an integral part of nearly all outcome-based education and later standards-based education reform programs that were widely adopted across the United States.[citation needed]
In 2006, NCTM issued a document called "Curriculum Focal Points" that presented the most critical mathematical topics for each grade in elementary and middle schools. American mathematics instruction tends to be diffuse and is criticized for including too many topics each year. In part, this publication is intended to assist teachers in identifying the most critical content for targeted attention. More such publications are planned.
NCTM stated that "Focal Points" was a step in the implementation of the Standards, not a reversal of its position on teaching students to learn foundational topics with conceptual understanding. Contrary to the expectation of many textbook publishers and educational progressives, the 2006 Curriculum Focal Points strongly emphasized the importance of basic arithmetic skills in lower and middle grades. Because of this, the "Curriculum Focal Points" was perceived by the media as an admission that the PSSM had originally recommended, or at least had been interpreted as recommending, reduced instruction in basic arithmetic facts.