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, moreand/or less than, equal to, part-wholerelationships, base ten…

Measurement

Linear measure, perimeter, area, volume,mass, time, money, comparing sizes ofobjects, non-standard and standard unitsof measure…

Geometry and Spatial Sense

Simple and complex shapes (two andthree dimensional), transformationalgeometry (flips, slides, turns), attributesof shapes (vertices, sides, faces),graphing coordinates…

Patterning and AlgebraSimple repeating patterns, growingpatterns, shape designs, sets ofnumbers, patterns in art, graphs, datacollection, equations, relationships,variables…

Data Management and Probability

Describing and organizing graphs,statistics, trends, estimations, rations,fractions, collecting, presenting andcomparing data…

Six Process Standards1. Problem Solving2. Reasoning and Proof (conceptual vs.

procedural)3. Communication (oral, written, drawn,

kinesthetic…4. Connections (within and outside

mathematics5. Representation (symbols, diagrams, graphs,

charts, pictures)6. Reflecting (monitoring own thought process)

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: OBJECTS: This is what a child should This is the content that do to demonstrate their learning, will be demonstrated, e.g. e.g. model, compare, build, equivalent fractions, place connect value