What are the 5 content standards of NCTM?

This practical guide includes three 11" x 17" sheets to display the expectations across the four grade bands for each of the five Content Standards: Number and Operations, Algebra, Geometry, Data Analysis and Probability, and Measurement.

What are the 5 mathematical process standards?

What are the five mathematics content standards?

The mathematics content standards for kindergarten through grade seven are organized by grade level and are presented in five strands: number sense; algebra and functions; measurement and geometry; statistics, data analysis, and probability; and mathematical reasoning.

What is NCTM standard?

The NCTM Principles and Standards for School Mathematics (PSSM) (the draft of the updated Standards) examines the mathematics-content goals of a program, but it also shows problems, students' work on those problems, and teaching that helps reach the content goals.

What are the 5 practices for student discourse?

The model—anticipating, monitoring, selecting, sequencing and connecting—focuses... read more. Five practices provides a model for facilitating discussions in mathematics classrooms based on the thinking of students.

Standards for Mathematical Practice

What are the 5 practices in practice?

Enhance your fluency in the five practices--anticipating, monitoring, selecting, sequencing, and connecting--to bring powerful discussions of mathematical concepts to life in your elementary classroom. This book unpacks the five practices for deeper understanding and empowers you to use each practice effectively.

What are the 5 different productive talk moves for supporting classroom discourse?

What are content standards and process standards?

The Content Standards are Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. The Process Standards are Problem Solving, Reasoning and Proof, Communication, Connections, and Representation.

What is the NCTM summary?

The National Council of Teachers of Mathematics (NCTM) challenges the notion that mathematics is for only the se- lect few. On the contrary, everyone needs to understand mathematics. All students should have the opportunity and the support necessary to learn significant mathematics with depth and understanding.

What is the difference between NCTM standards and common core standards?

The NCTM Standards put forth a broad vision for school mathematics, including many examples and advice for implementation, while CCSS provides a detailed set of grade-by-grade standards that can be immediately adopted as a state curriculum document.

What are content standards?

Content standards refer to what gets taught in specific content areas (e.g., reading, language arts, mathematics, science, history). They define the breadth and depth of knowledge, skills, and processes that are to be taught within a given domain.

What is an example of a content standard?

For instance, a content standard for 6th grade science students could be, in Earth Science: “Students will understand the effects of the relative positions of the earth, moon and sun.” These standards are also called Curriculum Standards or Subject Standards.

What is the difference between content and practice standards?

Content standards describe the knowledge that a student must be able to recall and understand; process/practice standards provide an opportunity for students to demonstrate the skill using what they know. Simply put, content is what you know while process/practice is what can you do. They are both assessed differently.

What are the NCTM mathematical practices?

Why are the NCTM standards important?

Coupled with concepts of equity, NCTM standards set forth content expectations designed to present common foundations of mathematics to students at each grade level. They are broken down into five strands: Number and Operations. Algebra.

When did NCTM standards come out?

1989. NCTM publishes the "Curriculum and Evaluation Standards for School Mathematics." These are the first voluntary national content standards in any...

What is NCTM's vision for school mathematics?

NCTM challenges the assumption that mathematics is only for the select few. On the contrary, everyone needs to understand mathe- matics. All students should have the opportunity and the support neces- sary to learn significant mathematics with depth and understanding. There is no conflict between equity and excellence.

What are the six principles for school mathematics according to the NCTM?

The resulting document sets forth a set of six principles (Equity, Curriculum, Teaching, Learning, Assessment, and Technology) that describe NCTM's recommended framework for mathematics programs, and ten general strands or standards that cut across the school mathematics curriculum.

Why was NCTM formed?

Founded in 1920, The National Council of Teachers of Mathematics (NCTM) is a professional organization for schoolteachers of mathematics in the United States. One of its goals is to improve the standards of mathematics in education.

What is the main focus of the content standards?

Content standards are the centerpiece of a strong academic program and link assessment, curriculum, and instruction. They describe what students should know and be able to do. Instructors and students use content stan- dards to plan instruction that addresses student goals.

How do you create a content standard?

What are process standards?

Process standards are rooted in the methods that students are taught to use as they approach math problems. They are foundational and can be applied to different kinds of math problems throughout a student's academic career.

What are the 5 talk moves?

The host and SWST examined the student responses to find 'evidence' of the five talk moves; revoicing, repeating, reasoning, adding on, wait time.

What are the main elements of classroom discourse?

It encompasses the linguistic as well as the nonlinguistic elements of discourse. The former includes the language used by the teacher and the learners, as well as teacher–learner and learner–learner interactions.

What are the two types of classroom discourse?

Classroom discourse may be characterized as dialogical or monological. In dialogical discourse participants build on each other's input, and collaboratively contribute towards creating an information network based on thinking and exploration.