Student achievement of this goal enhances future
opportunities and options for the workplace and for everyday life by enabling all students to be college
and career ready.
Mathematics content contained in this document is both rigorous and aligned
throughout the grades, thus providing students with the necessary steps to acquire the knowledge and
skills for developing a strong foundation in mathematics.
The organization of this course of study is based upon the eight CCSS
Standards for Mathematical
Practice
and the six
Principles for School Mathematics
found in the National Council of Teachers of
Mathematics’ (NCTM) document,
Principles and Standards for School Mathematics (PSSM)
.
The eight
CCSS standards―Make sense of problems and persevere in solving them, Reason abstractly and
quantitatively, Construct viable arguments and critique the reasoning of others, Model with mathematics,
Use appropriate tools strategically, Attend to precision, Look for and make use of structure, and Look for
and express regularity in repeated reasoning―are depicted on the graphic as the foundational blocks of
the mathematics program leading to goal achievement.
These standards describe varieties of expertise
that mathematics educators at all levels should seek to develop in their students.
The six NCTM
principles―Equity, Curriculum, Teaching, Learning, Assessment, and Technology―bu
ild upon the
foundation, forming the second level of blocks.
They reflect basic tenets fundamental to the design of a
quality mathematics program that allows all students the opportunity to reach their mathematical
potential.
Each of the six principles is further addressed in the Position Statements section found on
pages 4-5.
The blocks continue to build upon one another and on the third and fourth levels appear the
K-8
Domains
of Study
, which include content describing what students should know and be able to do for each grade
or course.
The K-8 domains or strands around which groups of related standards are organized are
Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten,
Measurement and Data, Geometry, Number and Operations:
Fractions, Ratios and Proportional
Relationships, The Number System, Expressions and Equations, Statistics and Probability, and Functions.
The fifth layer of blocks addresses the
9-12 Conceptual Categories
.
The 9-12 conceptual categories or
strands, also providing organization for groups of related standards, are Number and Quantity, Algebra,
Functions, Modeling, Geometry, and Statistics and Probability.
The high school graduate standing on the highest block,
College and Career Readiness
, represents
achievement of the goal of developing a strong foundation in mathematics.
All students who successfully
complete Alabama’s K-12 mathematics program are well-equipped for postsecondary mathematics
courses as well as prepared for future careers and life situations involving mathematics.