NSTP Poem

Non stop! !

Serving all mankind with the joy of your heart;

Teaching them with righteous laws,

Presenting your works with the muse of the truth.

Notice! With the beauty of life;

Shown with the beauty of righteous laws,
Under the beauty of righteous morals,
Knowledge and wisdom! !
Keeping it real with the truth;
Able to see the beauty of creation.

Nature has always been an inspiration to poets of all generations. It’s the space that makes the
words flow from the heart to the heart with no barriers. So many poets have written poems about
nature to describe the beauty of it, such as Emily Dickinson in her poem "A Bird came down the Walk",
Robert Frost in his poem "The Road Not Taken" and also Rudyard Kipling who wrote his poem "The Way
Through the Woods". On PoemHunter.com you can find an impressive collection of the most well-
known poems about nature by classical and modern poets from all around the world.

A VISION OF SCHOOL MATHEMATICS

Mathematics is the key to opportunity. No longer just the language of science, mathematics now
contributes in direct and fundamental ways to business, finance, health, and defense. For students, it
opens doors to careers. For citizens, it enables informed decisions. For nations, it provides knowledge to
compete in a technological community. To participate fully in the world of the future, America must tap
the power of mathematics.

Communication has created a world economy in which working smarter is more important than merely
working harder. Jobs that contribute to this world economy require workers … who are prepared to
absorb new ideas, to adapt to change, to cope with ambiguity, to perceive patterns, and to solve
unconventional problems. It is these needs, not just the need for calculation (which is now done mostly
by machines), that make mathematics a prerequisite to so many jobs. More than ever before, Americans
need to think for a living; more than ever before, they need to think mathematically. 1

So opens the first chapter of Everybody Counts: A Report to the Nation on the Future of Mathematics
Education, which describes a vision of the mathematics that should guide education so that students will
work smarter and think more mathematically. The vision calls for changes in the mathematics taught, in
the way it is taught, and in how it is assessed. Changes in mathematics assessment, the subject of this
report, should be seen as one piece of the larger picture of reform in school mathematics.

Inside the classroom, teachers are working to change the mathematics they teach and how they teach it
for many reasons, some of which they can find in their own classrooms. Far too many Teachers'
assessment of student learning should be attuned not just to judging but to helping students learn.

of their students—especially members of traditionally underserved groups—are turning away from

mathematics, dropping out either physically or mentally.2 Few students who stay with mathematics
show much enthusiasm for it. It seems too abstract, too unrelated to either their present lives or their
futures. Teachers are unhappy that students remember little of the mathematics they have been taught
and seem incapable of using it.

Outside the classroom, politicians and school administrators, backed by the public, express dismay over
low scores on mathematics achievement tests. They worry about deteriorating American
competitiveness in international markets when students' mathematics skills seem to be declining.3 They
want teachers to teach more mathematics to more students while maintaining or increasing test scores.
At the same time, teachers are being told by their professional associations that the mathematics they
teach should be more applicable to life than is now common, that their teaching should generate active
learning, and that their assessment of student learning be attuned not just to judging but to helping
students learn.4

On the surface, the pressures to change mathematics instruction look inconsistent, with teachers caught
in the middle. Nevertheless, all the pressures reflect disappointment with the lack of interest and
accomplishment so many students show. The message is the same: School mathematics is out of step
with today's world and is neither well taught nor well learned.

Three pivotal forces are moving mathematics teachers toward a different approach to their teaching.
These forces are changing ideas about

what should be taught,

how it should be taught, and

to whom it should be taught.

Motivating the first is a more comprehensive view of mathematics and its expanding role in society.
Motivating the second is a resurgence of the view that mathematics must be made meaningful to
students if it is to be learned, retained, and used. Motivating the third is the growing belief that all
students can and should learn more mathematics.

Mathematics
of Life:
Add goodness to life
to make many love life,
exponentialize love to
remove social barriers and
open enclosures,
multiply love by abolishing
all differences and racial
superiority promoted by
very few,
square root peace to
give mankind unity.
Turn justice, fairness,
equity and equality to
foursquare,
foundation for society’s
brotherhood and greatness;
subtract hate from heart
and mind,
what unites-let heart bear and
proclaim.
Subtract hate from
politics,
but add unity
to goodness for
people see,
divide people not by
religion, race,
politics, and nationality,
multiply everything that
brings people together.
Equality before law,
promote;
distribution and access to
commonwealth,
let fairness reign,
assign equity to
supervise and
manage national resources

Respect every soul

uphold integer,
where everyone is important,
don’t fractionalize evil,
but treat evil as a universal
scourge.
Turn no human to
sub-human
through
decimalization,
but
unite by ampersand,
symbol of cooperation,
be tolerant just as
plus-minus co-exist.
Divisive act and profanity-
asterisk to minimize effect,
instead of backlashing or
setting difference,
let everyone be same,
let equal sign live.
Let 360
represents
completeness and inclusion,
as you watch everyone
under your care,
run an all-inclusive system,
where everyone counts.
Percent and ratio,
make a strengthening
factor,
square-let every corner of
community counts-
never be rectangular
in nature,
yoke no two unequal
partners-
for same goal,
rather-make
parallelogram-
foundation of life,
let each side of
equal size and
strength run the show
with minimum control,
rhombus-yes-but not
every time,
cylinder-not-even with
perpendicularity.
Issues-discuss with maturity-
angles to all matters-
consider dispassionately.
Let mathematics of life
rules,
let mathematics of life
multiply love,
add laughter,
divide task or duty, and
subtract hate from life.