Math Standards

1. Math Standards NCTM Common Core State Standards for Math (CCSSM) Needs of Diverse Learners

2. NCTM Principles & Standards for School Improvement • Produced by the National Council of Teachers of Mathematics (NCTM) in 2000 to set forth a national vision for precollege mathematics education in the US and Canada. • Includes The Equity Principle: "Excellence in mathematics education requires equity--high expectations and strong support for all students" (NCTM, 2000,). • As a result of legislation, the standards movement, and the NCTM principles; changes to the classroom mandate the inclusion of all students in the general education classroom. • Teachers need to possess the skills and dispositions to teach a diverse group of students in inclusive settings.

3. NCTM Content Standards • Numbers and Operations • Algebra • Geometry • Measurement • Data Analysis and Probability

4. NCTM Process Standards • Problem Solving • Reasoning and Proof • Communication • Connections • Representation

5. NCTM Goals for ALL Students • Learn to value mathematics • Become confident in their ability to do mathematics • Become mathematical problem solvers • Learn to communicate mathematically • Learn to reason mathematically

6. 6 NCTM principles • Equity • Curriculum • Effective Teaching • Problem Solving • Continual Assessment • Importance of Technology

7. CCurriculum Focal Points(NCTM, 2006) • Most critical mathematical topics for each grade in elementary and middle schools • Intended to assist teachers in identifying the most critical content for targeted attention. • A step in the implementation of the Standards • Strongly emphasized the importance of basic arithmetic skills in lower and middle grades • Identifies 3critical areas at each grade level for pre-kindergarten through Grade 8

8. NAEP Content Strands • Number Properties and Operations • Geometry • Algebra • Measurement • Data Analysis and Probability

9. CCSSM Mathematical Practices • 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 • Look for and express regularity in repeated reasoning

10. CCSSM Mathematical Practices • Describe the skills that should be mastered by students in all grade levels. • Combine the NCTM process standards and the National Research Council strands of mathematical proficiency. • The standards are organized by conceptual categories rather than grade level for high school. • Provide opportunities for high school students to apply mathematical concepts and reasoning to real-life problems. (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010)

12. Addressing the Needs of Diverse Learners • It’s important for teachers to be aware of the learning needs of individual students and groups of learners and meet their varying needs. • Teachers may find it necessary to modify their instruction to make it more accessible to students with mathematics disabilities. • When assessing curricular materials, teachers should make certain that they contain effective instructional features. • Evidence-based features have proven to be effective among students with learning disabilities (LD).