STANDARD COURSE OF STUDY

PURPOSE

The vision and philosophy described throughout this document are based on our goals in mathematics education for North Carolina students.

The six goals are for all students to develop:

• Strong mathematical problem-solving and reasoning abilities;
• A firm grounding in essential mathematical concepts and skills, including computation and estimation;
• Connections within mathematics and with other disciplines;
• The ability to use appropriate tools including technology to solve mathematical problems;
• The ability to communicate their understanding of mathematics effectively; and
• Positive attitudes and beliefs about mathematics.

These goals for our students in mathematics are the foundation for the rest of the document and guide the development of the critical areas in mathematics education.

Five components have been identified as critical for achieving the goals for our students and as making a significant impact on the quality of mathematics education.  A summary of each of these is given here.  They are:

• Teaching and Learning
• Content
• Assessment
• Preparation and Professional Development of Teachers
• Roles and Responsibilities

Teachers are the keys to changing the learning environment in North Carolina's classrooms.  They plan classroom experiences and create a supportive environment for learning to take place.  A teacher plays many roles in today's classrooms as the guide, the coach, the facilitator, and the instigator of mathematical explorations.  Through their classroom practices, teachers promote students' mathematical reasoning, challenge them with rich problems through which they learn to value mathematics, and provide them with a strong foundation for further study.  Most of all, teachers encourage and support their students' development of mathematical power.

The heart of mathematics is reasoning, which, together with knowledge of appropriate mathematical content, forms the basis of mathematical power.  The goal of mathematics education in North Carolina is to enable all students to develop mathematical power and confidence in their ability to do mathematics.  A curriculum that focuses on significant mathematical ideas, instead of isolated topics, encompasses both concepts and skills through rich explorations, problems, and applications that enable students to develop a genuine understanding of the big ideas of mathematics.

Assessment is a process of planning, gathering evidence, interpreting evidence, and making decisions.  Mathematics assessment is directly related to instruction and student thinking.  Four purposes of assessment are monitoring student progress, making instructional decisions, evaluating student achievement, and evaluating a program. 

Assessment has taken on a broader meaning.  Beyond grading students, assessment should probe beneath right answers to discover how students think and how instruction can be improved.  In this view of assessment, expected outcomes are set and the time necessary for each student to achieve the intended outcomes varies.  Every student is challenged to meet a higher standard.

Effective assessment fosters the development of mathematical power.  Students must be given opportunities to acquire and demonstrate understanding and depth of knowledge.  The criteria for judging mathematical accomplishment must be made public and communicated clearly to students, parents, and other appropriate parties.

Teaching in a manner that cultivates mathematical power for all students is a complex and demanding process that requires intensive lifelong learning.  Teachers must have not only extensive knowledge of mathematics but also deep understanding of how students learn mathematics.  Appropriate content and pedagogical preparation enables teachers to design lessons and implement curriculum using suitable strategies and resources in an environment where all students have an opportunity to succeed.  Teachers are role models for their students, as learners and problem solvers who value and enjoy mathematics.  Programs for teachers at all stages in their career must provide them with the tools to implement the goals previously stated.

The professional development of a mathematics teacher is an ongoing process.  This development occurs in three distinct phases: pre-service (undergraduate or teacher preparation); induction (the first three to five years of teaching); and in-service (continued professional growth over the span of the teacher's career).  Communication and articulation efforts to link these phases are necessary for a continuum of professional growth.  Although teachers need to take a major responsibility for their own professional development, it also requires leadership, resources, financial support, and advocacy at the state, district, school, classroom, and university levels.

Many different constituencies in North Carolina must work together to establish a mathematics education program that enables all students in the state to develop their full potential as powerful and creative thinkers and problem solvers.

Support for mathematics education requires that:

• Legislators and other financial partners provide funding that increases the likelihood of student achievement;
• School boards and administrators enact policies which enable teachers to provide quality instruction;
• Colleges and universities help teachers develop content knowledge and expertise in teaching;
• Parents and other citizens become partners with schools to value and nurture student efforts; and
• Educators and students work cooperatively to establish and reach high educational goals.

The education of students is our shared responsibility.  All citizens of North Carolina must assume this responsibility and become active advocates for improved mathematics education.

<< Back | Table of Contents| Next >>