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12-19-05

Committees and Reports that Have

Influenced the Changing Mathematics
Curriculum
This set of PowerPoint slides is one of a
series of resources produced by the Center for
the Study of Mathematics Curriculum. These
materials are provided to facilitate greater
understanding of mathematics curriculum change
and permission is granted for their
educational use.
Curriculum and Evaluation

Standards
for School Mathematics

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National Council of Teachers of

Mathematics
Commission on Standards for
http://www.
School Mathematics 1989

mathcurriculumcenter.org

Curriculum and Evaluation

Standards for School
Mathematics
National Council of Teachers of
Mathematics
Commission on Standards for School
Mathematics
1989

Prominent Issues and Forces

Poor student performance on national and international
assessments
Too many students, including a disproportionate number
from minority groups, leaving school without the
mathematical proficiency necessary for productive lives
Increasing use of quantitative methods in business,
economics, linguistics, biology, medicine, and sociology
Advances in technology and broadening of areas in which
mathematics is applied resulted in growth and changes in
mathematics itself
Emerging research and changing perspectives on how
students learn mathematics

NCTM Commission on Standards for

School Mathematics, est. 1986
Thomas A. Romberg, Chairman
Iris M. Carl
Christian R. Hirsch
F. Joe Crosswhite
Glenda Lappan
John A. Dossey
Dale Seymour
James D. Gates
Lynn A. Steen
Shirley M. Frye
Paul R. Trafton
Shirley A. Hill

Norman Webb

Purpose
1. Create a coherent vision of what it
means to be mathematically literate both
in a world that relies on calculators
and computers to carry out mathematical
procedures and in a world where
mathematics is rapidly growing and is
extensively being applied in diverse
fields.
2. Create a set of standards to guide the
revision of the school mathematics
curriculum and its associated evaluation
toward this vision. (NCTM, p. 1)
To ensure quality
To indicate goals
6

New Societal Goals for

Education
Mathematically literate workers
Lifelong learning
Opportunity for all
Informed electorate

New Goals for Students

Learn to value mathematics

Become confident in ones

ability to do mathematics

Become a mathematical problem

solver

Learn to communicate
mathematically

Learn to reason mathematically

Grades K-12 Process Standards

Standard 1:
Solving
Standard 2:
Standard 3:
Standard 4:

Mathematics as Problem
Mathematics as Communication
Mathematics as Reasoning
Mathematical Connections

Across the grade bands K-4, 5-8, 9-12, each

of these standards appear and increase in
level of sophistication and expectation in
developmentally-appropriate ways. Habits of
mind are developed so that students become
mathematically powerful and mathematically
literate as they learn to value mathematics.

Members of the Grades K-4

Working Group
Paul R. Trafton,
Chair
Hilde Howden
Mary M. Lindquist
Edward C. Rathmell
Thomas E. Rowan
Charles S. Thompson

10

Assumptions Underlying
the Grades K-4 Standards
The Grades K-4 Standards were premised on the
assumptions that mathematics curriculum and
instruction should:
be conceptually oriented emphasizing mathematical
concepts and
understanding;
actively involve students in doing mathematics by
exploring
and discussing mathematical
ideas;
emphasize the development of students thinking
and reasoning
abilities;
emphasize the application of mathematics;
include a broad range of content beyond
arithmetic: measurement,
geometry,
statistics, probability, and algebra;

11

Grades K-4 Content Standards

Standard
Standard
Standard
Standard

5:
6:
7:
8:

Estimation
Number Sense and Numeration
Concepts of Whole Number Operations
Whole Number Computation

Implementation of these standards should

increase attention to place-value concepts,
meaning of operations, mental computation and
estimation, thinking strategies for basic facts,
and use of technology; and
decrease attention to complex and isolated
treatment of pencil-and-paper computation,
standard algorithm for division, and use of
12
rounding to estimate.

Grades K-4 Content Standards

Standard
Standard
Standard
Standard
Standard

9: Geometry and Spatial Sense

10: Measurement
11: Statistics and Probability
12: Fractions and Decimals
13: Patterns and Relationships

Implementation of these standards should increase

attention to geometric properties and
relationships, spatial sense, measuring and the
concepts of measurement, collecting and
organizing data, recognizing and describing
patterns, using variables to express
relationships, engaging in real-world problems
and developing problem solving strategies; and
decrease attention to naming geometric figures,
memorizing unit of measurement equivalencies,13
and

Members of the Grades 5-8

Working Group
Glenda Lappan, Chair
Daniel T. Dolan
Joan F. Hall
Thomas E. Kieren
Judith E. Mumme
James E. Schultz

14

Assumptions Underlying
the Grades 5-8 Standards
The Grades 5-8 Standards were premised on the
assumptions that mathematics curriculum and
instruction should:

focus on basic topics in algebra, geometry,

probability and statistics,
rather than
computational skills.
be available to everyone, not simply those who have
demonstrated
proficiency with calculation and
pencil-and-paper computation.
provide students with new problem solving
opportunities that renew
motivation for learning
and provide context for the mathematical skills
they are learning.
include allowing students to wrestle with problems
that are not welldefined.
include hands-on activities in tactile, auditory,15
and visual instruction
modes.

Grades 5-8 Content Standards

Standard
Standard
Standard
Standard

5:
6:
7:
8:

Number and Number Relationships

Number Systems and Number Theory
Computation and Estimation
Patterns and Functions

Implementation of these standards should

increase attention to exploring whole numbers,
integers, and rational numbers, developing
number sense, identifying and using functional
relationships, and creating and using tables,
graphs and rules; and
decrease attention to memorizing procedures,
rules and algorithms, finding exact forms of
16
answers, and tedious paper-and-pencil

Grades 5-8 Content Standards

Standard
Standard
Standard
Standard
Standard

9: Algebra
10: Statistics
11: Probability
12: Geometry
13: Measurement

Implementation of these standards should increase

attention to developing an understanding of
variables, expressions and equations, using
statistical methods to analyze and make decisions,
creating experimental models, using geometry in
solving problems and estimating and using
measurement; and
decrease attention to manipulating symbols,
memorizing procedures, formulas, facts and

17

Members of the Grades 9-12

Working Group
Christian R. Hirsch, Chair
Sue Ann McGraw
Gerald R. Rising
Harold L. Schoen
Cathy L. Seeley
Bert K. Waits

18

Assumptions Underlying
the Grades 9-12 Standards
Students entering 9th grade will bring experience with the
broad integrated curriculum described in the grades K-8
standards.
Students will not be denied access to the broad, rich
curriculum proposed for high school because of lack of
paper-and-pencil computational facility.
Graphing calculators will be available for students at all
times and at least one computer will be available in every
classroom.
A three-year core curriculum will be studied by all students
with differentiation in terms of depth and breadth of
topics.
College-intending students will be expected to study
mathematics each year of high school with calculus no longer
viewed as the capstone of high school mathematics.
All students will study appropriate mathematics during their
senior year.

19

Grades 9-12 Content Standards

Standard 5: Algebra
Standard 6: Functions
Standard 7: Geometry from a Synthetic
Perspective
Standard 8: Geometry from an Algebraic
Perspective
Implementation
these standards should
Standard 9: of
Trigonometry
involve increased attention to technology,
communication, real-world applications,
mathematical modeling, multiple
representations, and connections between
strands; and

decreased attention to symbolic manipulation,

20
by-hand graphing of functions, development of

Grades 9-12 Content Standards

Standard 10:
Standard 11:
Standard 12:
Standard 13:
Calculus
Standard 14:

Statistics
Probability
Discrete Mathematics
Conceptual Underpinning of
Mathematical Structure

Implementation of these standards should

involve increased opportunities to study
contemporary mathematics largely influenced by
the explosion of technology and to develop a
deeper understanding of change and the broad
underlying themes and logical consistency of
mathematics; and

21
decreased attention to topics and skills only

Members of the
Evaluation Working Group
Norman Webb, Chair
Elizabeth Badger
Diane J.Briars
Thomas J. Cooney
Tej N. Pandey
Alba G. Thompson

22

Assumptions Underlying
the Evaluation Standards
Student assessment should be integral
to instruction.
Multiple means of assessment methods
should be used.
All aspects of mathematical knowledge
and its connections should be assessed.
Instruction and curriculum should be
considered equally in judging the
quality of a program.
23

Evaluation Standards
Organized in three sections:
General Assessment Standards: Recommends principles relevant to
any form of assessment and program evaluation.
Standard 1: Alignment
Standard 2: Multiple Sources of Information
Standard 3: Appropriate Assessment Methods and Uses

Student Assessment Standards: Identifies aspects of mathematical

knowledge that should be assessed, as derived from the
Curriculum Standards.
Standard
Standard
Standard
Standard
Standard
Standard
Standard

4: Mathematical Power
5: Problem Solving
6: Communication
7: Reasoning
8: Mathematical Concepts
9: Mathematical Procedures
10: Mathematical Disposition

24

Evaluation Standards
Program Evaluation Standards: Examine the
assessment of the extent to which a mathematics
program is consistent with the Standards.
Standard
Standard
Standard
Standard

11: Indicators for Program Evaluation

12: Curriculum and Instructional Resources
13: Instruction
14: Evaluation Team

25

Significance: Curriculum and

Instruction

Stimulated major school mathematics curriculum

development projects
funded by NSF

Three elementary school curriculum projects:

Everyday Mathematics (University of Chicago School Mathematics Project)
Investigations in Number, Data, and Space (TERC)
Math Trailblazers (Teaching Integrated Mathematics and Science Project)
Five

middle school curriculum projects:

Connected Mathematics (Connected Mathematics Project)
Mathematics in Context (Wisconsin Center for Education Research)
MathScape: Seeing and Thinking Mathematically (Education Development
Center)
MATHThematics (STEM) (University of Montana)
Pathways to Algebra and Geometry (MMAP)

Five

high school curriculum projects:

Contemporary Mathematics in Context (Core-Plus Mathematics Project)
Interactive Mathematics Program (IMP)
MATH Connections: A Secondary Mathematics Core Curriculum (CBIA)
Mathematics: Modeling Our World (COMAP)
SIMMS Integrated Mathematics (SIMMS)

26

Significance: Curriculum and

Instruction
Stimulated development of standards for other school subjects.
NSF funded numerous professional development projects to
support the necessary work with teachers, districts, and
communities to successfully implement these Standards and the
new Standards-based instructional materials.
State-level curriculum frameworks and assessments were
developed that reflected the content of the Standards.
General Mathematics, Consumer Mathematics, and other remedial
high school courses were replaced by Standards-based courses.
Changes were made in instructional practices toward more
student-centered approaches.
Use of technology, particularly hand-held calculators, in
teaching increased dramatically.
Math wars emerged as implementation of these standards were
construed in ways unintended by the Standards authors.

27

Significance: Evaluation
Alternatives to pencil-and-paper tests, such as writing
assignments, projects, portfolios, and classroom dialogue
began to be used by teachers to assess student understanding.
Local and statewide testing moved away from strictly short
answer and multiple-choice questions to include constructed
response questions to assess student understanding.
Standardized tests such as the ACT and SAT and AP exams began
to allow calculator use, to reflect the trend in high school
classrooms.
Curriculum evaluation began to be viewed as a K-12 initiative,
rather than a grade-level or building level issue.
Many schools and individual teachers evaluated the alignment
of their curriculum and instructional methods with the NCTM
Standards and later with state frameworks.

28

References
National Council of Teachers of Mathematics
Commission on Standards for School
Mathematics. (1989). Curriculum and
evaluation standards for school
mathematics. Reston, VA: The Council.
http://www.standards.nctm.org/index.htm
McLeod, D. B., Stake, R. E., Schappelle, B.
P., Mellissinos, M., & Gierl, M. J.
(1996). Setting the Standards: NCTMs
role in the reform of mathematics
education. In S. A. Raizen & E. D.
Britton (Eds.), Bold ventures: Case
studies of U.S. innovations in
29
mathematics education. (Vol. 3, pp. 13-