Math Framworks - Knightsen School District

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1 Guiding Principles and Key Components of an Effective Mathematics Program 8 + ( ) = 13 1 California Department of Education Reposted 7-12-2007
2 Chapter 1 Guiding Principles and Key Components of an Effective Mathematics Program A long-standing content issue in mathematics concerns the balance between theoretical and applied approaches. Mathematics is both. In the theoretical (pure) sense, mathematics is a subject in its own right with distinct methods and content to be studied. But mathematics is also extremely applicable both in the practical sense and in connection to other realms of study, including the arts, humanities, social sciences, and the sciences. Any comprehensive representation of the content of mathematics must balance these aspects of beauty and power. —A. Holz, Walking the Tightrope The major goals of mathematics education can be divided into two categories: goals for teachers and goals for students. Goals for Teachers Goals for teachers to achieve are as follows: 1. Increase teachers’ knowledge of mathematics content through professional development focusing on standards-based mathematics. 2. Provide an instructional program that preserves the balance of computational and procedural skills, conceptual understanding, and problem solving. 3. Assess student progress frequently toward the achievement of the mathematics standards and adjust instruction accordingly. 4. Provide the learning in each instructional year that lays the necessary groundwork for success in subsequent grades or subsequent mathematics courses. 5. Create and maintain a classroom environment that fosters a genuine understanding and confidence in all students that through hard work and sustained effort, they can achieve or exceed the mathematics standards. 6. Offer all students a challenging learning experience that will help to maximize their individual achievement and provide opportunities for students to exceed the standards. 7. Offer alternative instructional suggestions and strategies that address the specific needs of California’s diverse student population. 8. Identify the most successful and efficient approaches within a particular classroom so that learning is maximized. Goals for Students Goals for students to achieve are as follows: 1. Develop fluency in basic computational and procedural skills, an understanding of mathematical concepts, and the ability to use mathematical reasoning to solve mathematical problems, including recognizing and solving routine problems readily and finding ways to reach a solution or goal when no routine path is apparent. California Department of Education Reposted 7-12-2007
Page 1 and 2: = Mathematics Framework for Califor
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52 Chapter 2 Mathematics Content St
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54 Chapter 2 2.4 Understand the con
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58 Chapter 2 2.5 Indicate the relat
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60 Chapter 2 ABC is similar to DEF.
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62 Chapter 2 Mathematics Algebra an
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64 Chapter 2 Mathematics Measuremen
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72 Chapter 2 1.3 Simplify numerical
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76 Chapter 2 3.6 Identify elements
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84 Chapter 2 Mathematics 24.0 Stude
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100 Chapter 2 Mathematics Content S
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104 Chapter 2 Mathematics 3.0 Stude
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108 Chapter 3 Grade-Level Considera
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1 Criteria for Evaluating Mathemati
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3 ing. (The strategies for and cate
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5 Materials that fail to meet the c
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7 and by breaking each of the 16 st
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9 and at strategic points of instru
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11 Mathematics Standards and the Ma
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202 4 Chapter Instructional Strateg
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204 Chapter 4 Instructional Strateg
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220 5 Chapter Assessment Assessment
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222 Chapter 5 Assessment Similariti
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224 Chapter 5 Assessment The bigges
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226 Chapter 5 Assessment A thorough
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228 6 Chapter Universal Access P U
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230 Chapter 6 Universal Access Most
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232 Chapter 6 Universal Access Math
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234 Chapter 6 Universal Access 8. A
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236 Chapter 6 Universal Access Most
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238 Chapter 6 Universal Access Rese
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240 7 Chapter Responsibilities of
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242 Chapter 7 Responsibilities of T
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244 Chapter 7 Responsibilities of T
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246 8 Chapter Professional Develop
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248 Chapter 8 Professional Developm
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250 Chapter 8 Professional Developm
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252 9 Chapter Use of Technology A
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254 Chapter 9 Use of Technology sig
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256 Chapter 9 Use of Technology Tea
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258 Chapter 9 Use of Technology Sch
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260 10 Chapter Criteria for Evaluat
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262 Chapter 10 Criteria for Evaluat
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274 Appendix A Sample Instructional
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276 Appendix A Sample Instructional
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278 Appendix B Elementary School Sa
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288 Appendix C Resource for Seconda
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306 Appendix D Sample Mathematics P
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338 Appendix E Mathematics Interven
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374 Appendix F Design Principles Ap
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376 Glossary Glossary absolute valu
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378 Glossary the rational numbers a
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380 Glossary This framework adopts
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382 Glossary square root. The squar
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384 Works Cited Works Cited The bib
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386 Works Cited Geary, D. C., et al
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388 Works Cited Siegler, R. S., and
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390 Additional References Additiona
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392 Additional References Mullis, I
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394 Additional References Resources
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Math Framworks - Knightsen School District

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