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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- Fall '12
- Staff
- Number Theory, Cognitive Psychology, math curriculum