Before the Standards . . .

 

 

 

Before there was the Principles and Standards for School Mathematics (the Standards), there was a set of three documents whose sole purpose were to provide a set of national standards in the areas of curriculum, assessment, and the profession of mathematics education. The first of these standards, Curriculum and Evaluation Standards for School Mathematics, was Òthe first contemporary set of subject matter standards in the United StatesÓ (Ferrini-Mundy, p. 869). From these three documents arose the Standards which was written to Òbuild upon the foundationÓ and Òintegrate the classroom-related portionsÓ of the original standards (Ferrini-Mundy, p. 869). This is evident especially in the Geometry Standard where ideas such as understanding two- and three-dimensional geometry are prevalent. The Curriculum and Evaluation Standards for School Mathematics stresses many geometric skills, including spatial reasoning and ability that school age children should acquire in the course of their learning that are still important ideas resonating throughout the Standards. 

 

 

K – 4

The overarching theme for this grade band is the increased attention given to spatial sense.

 

ÒSpatial understandings are necessary for interpreting, understanding, and appreciating our inherently geometric world. Insights and intuitions about two- and three-dimensional shapes and their characteristics, interrelationships of shapes, and the effects of changes to shapes are important aspects of spatial sense.Ó NCTM, p. 48

 

ÒSpatial sense is an intuitive feel for oneÕs surroundings and the objects in them. To develop spatial sense, children must have many experiences that focus on geometric relationships; the direction, orientation, and perspectives of objects in space; the relative shapes and sizes of figures and objects; and how a change in shape relates to a change in size.Ó NCTM, p. 49

 

 

5 – 8

 

 

 

9 – 12

 

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