The NCTM Standards Dr. Mike Charles Pacific University

Prelude to the Standards ! 1977 NCSM statement of 10 “basic” skill areas, problem-solving foremost n 

reaction to “back to basics” movement of the 1970’s

! 1980’s NCTM Agenda for Action

recommendation that “problem solving be the focus of school mathematics…” as opposed to mastery of computational procedures n  Progressivism v. Essentialism n 

The NCTM Standards ! Stated goal: change both the content

and the teaching of mathematics ! Curriculum and Evaluation Standards for School Mathematics (1989) ! Professional Standards for Teaching Mathematics (1991) ! Assessment Standards for School Mathematics (1995)

! Principles and Standards for School Mathematics (2000) n 

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Extends the vision of the original Standards documents Resource for those trying to change the teaching of mathematics “Insistent about the central role of understanding in learning mathematics…also strongly supports the need for computational fluency for students.”

NCTM Standards 2000-Content Standards ! ! ! ! !

Number and Operations Algebra Geometry Measurement Data Analysis and Probability

NCTM Standards 2000-Process Standards ! Problem solving ! Reasoning and proof ! Communication ! Connections ! Representation

NCTM Standards 2000 Curriculum Focal Points ! Curriculum focal points are the most important mathematical topics for lasting learning at each grade level ! Released in September 2006

Common Core Standards for Mathematics (CCSSM) ! Statement of

! “an auspicious

Support for CCSSM advance in offered by mathematics Conference Board of education.” the Mathematical ! Widespread support Sciences (CBMS of the professional ! NCTM, NCSM, organizations AMTE, and ASSM associated with signed a statement mathematics of “strong support” education

National Council of Teachers of Mathematics ! National professional organization ! Educators concerned with teaching mathematics K-12 n  Higher education n 

! Key aim: provide leadership…

NCTM Professional publications ! Mathematics practitioners n  n  n 

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Online Journal for School Mathematics (ON-Math) Teaching Children Mathematics (TCM) Mathematics Teaching in the Middle School (MTMS) Mathematics Teacher (MT)

! Mathematics researchers n 

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Journal for Research in Mathematics Education (JRME) Journal for Research in Mathematics Education Online (JRME Online)

NCTM Professional conferences ! Annual Meeting--NCTM 2013 n  n 

April 9-12, 2014 • New Orleans More than 700 Sessions on the Common Core, Technology Assessment, and More! Northwest

K-12 Mathematics Conference

! NCTM affiliate--Oregon Council of

Teachers of Mathematics (OCTM) w  October 9-11, 2014 in Portland Oregon

3 kinds of mathematics practiced in schools today ! Calculational Mathematics n  n 

Often textbook exercise driven Focus on computational fluency using a standard algorithm (procedure)

! Manipulative Mathematics n 

Use of concrete materials the key to better understanding

! Conceptual Mathematics n  n 

Described by Standards 2000 Focus on students explaining their reasoning as they solve more complex mathematical problems

The case of Mrs. O. ! Espousing Standards-based conceptual mathematics ! Moved clearly beyond traditional calculational mathematics ! But moved to an intermediate position--”manipulative” mathematics

Objectives SWDTU of the NCTM Standards 2000 by: ! Listing the five NCTM content Standards and the five NCTM process Standards. ! Describing three modifications they would make to Mrs. O’s paper clip lesson to bring it more in line with the NCTM Standards 2000 ! Describing at least two features of the “Ian and the shells” problem that make it an example of NCTM Standards-based mathematics

Common Core State Standards ! For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. ! To deliver on the promise of common standards, the standards must address the problem of a curriculum that is “a mile wide and an inch deep.” These Standards are a substantial answer to that challenge.

! It is important to recognize that “fewer standards” are no substitute for focused standards. Achieving “fewer standards” would be easy to do by resorting to broad, general statements. Instead, these Standards aim for clarity and specificity.

•  NCTM Standards: Resource for those trying to change the teaching of mathematics •  NCTM Standards 2000: Insistent about the central role of understanding in learning mathematics…also strongly supports the need for computational fluency for students •  Common core state standards: more focused and coherent