NCTM’s 1989 Standards: Intro and standards for grades 5-8 Aaron Bonacorso Elizabeth Something-something
13 curriculum standards for grades 5-8 • Math as problem solving • Math as communication • Math as reasoning • Mathematical connections • Number and number relationships • Number system and number theory • Computation and estimation • Patterns and functions • Algebra • Statistics • Probability • Geometry • Measurement
An ideal 5 to 8 math curriculum would expand students’ knowledge of numbers, computation, estimation, measurement, geometry, statistics, probability, patterns and functions, and fundamental algebra
Why we need a broader math curriculum: • The basic skills needed today and forward require more than computation proficiency • Ability to recognize need for concepts and skills
Materials needed in the classroom: • Manupulatives and supplies (geoboards, compasses, pattern blocks, scissors…) • Appropriate resource materials • Calculators with approriate functions • At least one computer
Standard 1: Math as problem solving • Understand content using problem solving approaches • Different problems from situations within and outside mathematics • Multistep and non routine problems to create varieties of trategies • Verify and interpret results • Generalize solutions to new situations • Confidence in using math
Example • -How many handshakes will occur at a party of every one of the 15 guests shakes hands with each of the others? • -Maria used her calculator to explore this problem: select 5 digits at random, and then use those digits to make one 2-digit and one 3-digit number, and multiply those two numbers to get the largest number possible. Then do the same but looking for the smallest number possible.
Standard 2: math as communication • Model situations using different examples in oral, written, concrete, and pictoral forms. • Clarify thinking about math ideas and situations • Common understanding of math ideas • Use skills of viewing reading and listening • Discuss mathematical ideas to make arguments • Appreciate values of mathematical notations
Example • A national magazine surveyed teenagers to determine the number of hours of TV they watched each day. How many hours do you think the magazine reported?
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