Principles and Standards for School Mathematics

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    for teachers to teach because the integration does not fit well, but the outcome of integration is beneficial. With the heavy weight of assessments and standardized, tests teachers need to make sure that whatever they teach needs to connect to standards and unites. Science has become a subject that has been put on the back burner because tests like Maps and Paws testing do not assess science. There are many factors that affect what and how teachers teach. Integration of math and science is one

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    Core State Standards (CCSS) are a set of academic standards created to establish clear and defined objectives for elementary and secondary students across the United States. These guidelines consist of what every student from kindergarten to the 12th grade should know and be able to master in math and language arts. The focus of the CCSS is to develop critical thinking, problem-solving, and analytical skills of students to prepare them for success (Common Core State Standards Initiative,

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    I. Introduction In today’s society mathematics is a vital part of day-to-day life. No matter what a person is doing at home or at the workplace, he/she is constantly using different mathematics skills to simply function. Then what does this mean for mathematics education? When someone needs to utilize a skill every day then he/she needs a strong background in the skill. Therefore, today’s students need more than a just a working knowledge of mathematics or enough knowledge to pass a test. Today’s

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    Math Philosophy Paper Math is developing concepts or standards that’s important for teaching mathematics to students from Pre-K to high school. In our changing world, those who understand and can do mathematics will have significant opportunities and options for shaping their future. (NCTM 2000, p.50). The two important tools to be an effective teacher is knowledge of mathematics and how students learn mathematics. The purposes of math education effect our life since the time we were able

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    Teachers of Mathematics Standards for Secondary Mathematics (NCTM), Common Core State Standards (CCSS), and Virginia’s Standards of Learning (VSOL). The comparison will include similarities and differences among the three documents as well as discuss their strengths and weaknesses. Lastly, a combined set of standards will be developed and presented, encompassing the strengths of the various standards. The first similarity between the three documents would be the structure of the standards. Each document

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    Underpinnings The Backward Design framework is guided by the results of the three student achievement studies summarized below: 1) Newmann et al. (1996) investigated 24 restructured schools at the elementary, middle, and high school levels to study the effects of authentic pedagogy and assessment approaches in mathematics and social studies. In classrooms that emphasize interactive instruction, students discuss ideas and answers by talking, and sometimes arguing, with each other and with the teacher

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    Chapter ten pertained to the development in the various academic domains. The chapter was divided into six sections: reading, writing, mathematics, science, development in other domains and using content area standards to guide instruction. Reading begins with a foundation in spoken language. Children must understand the relationship between the ways words sound and how they look and relate to one another on paper. Early exposure to reading and writing introduces children to emergent literacy.

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    remembered incorrectly. Understanding without fluency can inhibit the problem solving process. (NCTM, Principles and Standards for School Mathematics, 2000). Adding It Up (National Research Council, 2001), and influential research review on how children learn mathematics, identifies the following five strands of mathematical proficiency as indicators that someone understands (an can do) mathematics (Van de Walle, Lovin, Karp, & Bay-Williams, 2014, p. 2). The five strands the National Research Council

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    Math Standards

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    Tens go With Only Tens and Ones go With Only Ones: Common Core Standards for Mathematics is Beneficial for the Education System Imagine the math problem 23+68=?; this question could possibly be given to students in second grade to solve. Below are two different methods for solving this problem. The first way is considered to be the more “traditional” way. In this way, one would use a two-column setup and then add. The first step is to add six and eight together to get fourteen, so drop the four and

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    electives and based on two economic decision-making principles, I will provide and support my choice. To begin with, in the scenario, I have three different courses and I have to select one. The three courses include business management, mathematics, and economics. These courses provide and include different benefits and disadvantages and my choice should predict high benefits and incentives. There are various jobs related to mathematics such as high school math teacher, market research analysis, and inventory

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