Download NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM

NATIONAL COUNCIL OF TEACHERS OF
MATHEMATICS
(NCTM)
Ontario Association of Mathematics Educators
(OAME)
 The primary professional organization for teacher
of mathematics of grades K-12
 1989- released Curriculum and Evaluation
Standards
 1991- released Professional Standards for
Teaching Mathematics
CURRICULUM STRANDS
 Number Sense and Numeration
 Geometry and Spatial Sense
 Measurement
 Patterning and Algebra
 Data Management and Probability
Number Sense and
Numeration
Counting, numeral representation, more
and/or less than, equal to, part-whole
relationships, base ten…
Measurement
Linear measure, perimeter, area, volume,
mass, time, money, comparing sizes of
objects, non-standard and standard units
of measure…
Geometry and Spatial Sense
Simple and complex shapes (two and
three dimensional), transformational
geometry (flips, slides, turns), attributes
of shapes (vertices, sides, faces),
graphing coordinates…
Patterning and Algebra
Simple repeating patterns, growing
patterns, shape designs, sets of
numbers, patterns in art, graphs, data
collection, equations, relationships,
variables…
Data Management and
Probability
Describing and organizing graphs,
statistics, trends, estimations, rations,
fractions, collecting, presenting and
comparing data…
Six Process Standards
1. Problem Solving
2. Reasoning and Proof (conceptual vs.
procedural)
3. Communication (oral, written, drawn,
kinesthetic…
4. Connections (within and outside
mathematics
5. Representation (symbols, diagrams,
graphs, charts, pictures)
6. Reflecting (monitoring own thought
SHIFTS IN CLASSROOM
ENVIRONMENT
☺ Classrooms as communities and not just collection
of individuals
☺ Toward logic and mathematical evidence as
verification (away from teacher as authority)
☺ Toward mathematical reasoning (concepts) and
away from memorization
☺ Toward conjecturing, inventing, problem solving
and creating and away from mechanics of getting
the right answer
☺ Toward connecting mathematics to other disciplines
MATHEMATICS EXPECTATIONS
EXPECTATION:
What a child should be able to demonstrate
ACTIONS:
This is what a child should
do to demonstrate their learning,
e.g. model, compare, build,
connect
OBJECTS:
This is the content that
will be demonstrated, e.g.
equivalent fractions, place
value