|
Imagine a classroom, a school, or a school district where all students have access to high-quality, engaging mathematics
instruction. There are ambitious expectations for all, with accommodation for those who need it. Knowledgeable
teachers have adequate resources to support their work and are continually growing as professionals. The curriculum
is mathematically rich, offering students opportunities to learn important mathematical concepts and procedures with
understanding. Technology is an essential component of the environment. Students confidently engage in complex
mathematical tasks chosen carefully by teachers. They draw on knowledge from a wide variety of mathematical topics,
sometimes approaching the same problem from different mathematical perspectives or representing the mathematics
in different ways until they find methods that enable them to make progress. Teachers help students make, refine,
and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques to confirm or
disprove those conjectures. Students are flexible and resourceful problem solvers. Alone or in groups and with access
to technology, they work productively and reflectively, with the skilled guidance of their teachers. Orally and in
writing, students communicate their ideas and results effectively. They value mathematics and engage actively in
learning it.
Principles and Standards for School Mathematics
National Council of Teachers of Mathematics
April 2000
|
|
