![]() ![]() ![]() Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.JS Tutorial JS HOME JS Introduction JS Where To JS Output JS Statements JS Syntax JS Comments JS Variables JS Let JS Const JS Operators JS Arithmetic JS Assignment JS Data Types JS Functions JS Objects JS Events JS Strings JS String Methods JS String Search JS String Templates JS Numbers JS BigInt JS Number Methods JS Number Properties JS Arrays JS Array Methods JS Array Sort JS Array Iteration JS Array Const JS Dates JS Date Formats JS Date Get Methods JS Date Set Methods JS Math JS Random JS Booleans JS Comparisons JS If Else JS Switch JS Loop For JS Loop For In JS Loop For Of JS Loop While JS Break JS Iterables JS Sets JS Maps JS Typeof JS Type Conversion JS Bitwise JS RegExp JS Precedence JS Errors JS Scope JS Hoisting JS Strict Mode JS this Keyword JS Arrow Function JS Classes JS Modules JS JSON JS Debugging JS Style Guide JS Best Practices JS Mistakes JS Performance JS Reserved Words ![]() But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. These standards define what students should understand and be able to do in their study of mathematics. The standards encourage students to solve real-world problems. Students will learn concepts in a more organized way both during the school year and across grades. The Common Core concentrates on a clear set of math skills and concepts. They do not include separate Anchor Standards like those used in the ELA/literacy standards. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. As Confrey (2007) points out, developing “sequenced obstacles and challenges for students…absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise.” Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. In addition, the “sequence of topics and performances” that is outlined in a body of math standards must respect what is already known about how students learn. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas. The math standards provide clarity and specificity rather than broad general statements. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public. These new standards build on the best of high-quality math standards from states across the country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is “a mile wide and an inch deep.” For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. ![]()
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