“…all students have access to high-quality, engaging mathematics instruction. There are ambitious expectations for all, with accommodation for those who need it. Knowledgeable teachers have adequate resources to support their work and are continually growing as professionals. The curriculum is mathematically rich, offering students opportunities to learn important mathematical concepts and procedures with understanding. Technology is an essential component of the environment. Students confidently engage in complex mathematical tasks chosen carefully by teachers. They draw on knowledge from a wide variety of mathematical topics, sometimes approaching the problem from different mathematical perspectives or representing the mathematics in different ways until they find methods that enable them to make progress. Teachers help students make, refine, and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques to confirm or disprove their conjectures. Students are flexible and resourceful problem solvers. Alone or in groups and with access to technology, they work productively and reflectively, with the skilled guidance of their teachers. Orally and in writing, students communicate their ideas and results effectively. They value mathematics and engage actively in learning it.” (National Council of Teachers of Mathematics Principles and Standards 2000, p. 3)
The vision for mathematics education described above is ambitious. Achieving it requires rigorous, standards-driven mathematics curricula, knowledgeable teachers who can integrate instruction with assessment, policies that enhance and support learning, classrooms with access to technology, and a commitment to both equity and excellence.
- Nicholas Romagnolo
Curricular Guidance Documents
- Year-long Instructional Plans (Scope and Sequence), Curricular Resources, and Individual Professional Development Plans (IPDP) for all grade bands