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National Mathematics Standards

Special education and remedial mathematics teachers should be familiar with both the nation's and their state's curriculum and assessment standards, across all grade levels.
Grades:
K |
1 |
2 |
3 |
4 |
5
Subjects:
Mathematics (4,976)

Updated: June 9, 2019
Page 4 of 4

Special education and remedial mathematics teachers should be familiar with their state's curriculum and assessment standards across all grade levels. They need to know the content addressed in regular classrooms where their students are working, the gaps in learning their students may possess, and be able to reference general education content for individual learning goals. Students with mild to moderate disabilities are most often engaged with mathematics instruction in general education classes and must take all state and district-mandated tests. Even those students receiving mathematics instruction in separate special education or remedial settings must have access to the general curriculum.

General education mathematics teachers should also be familiar with the full K-12 span of the standards, regardless of their grade-level teaching assignments. The eighth-grade teacher initiating a unit on statistics must understand how the concepts were developed from the earliest grade levels, recognize gaps or advances in learning among students, and prepare students for future concept development.

Figure 1.6
NCTM Principles and Standards for School Mathematics

Principles

Mathematics instructional programs:

  • Equity: should promote the learning of mathematics by all students.*

  • Curriculum: should emphasize important, meaningful mathematics through curricula that are coherent and comprehensive.
  • Teaching: depends on competent and caring teachers who teach all students to understand and use mathematics.
  • Learning: should enable all students to understand and use mathematics.
  • Assessment: should include assessment to monitor, enhance, and evaluate the mathematics learning of all students and to inform teaching.
  • Technology: should use technology to help all students understand mathematics and should prepare them to use mathematics in an increasingly technological world.

*The emphasis on "all students" is made here, not in the NCTM document.

Content Standards

  • Number and Operations: deep and fundemental understanding of, and proficiency with, counting, numbers, and arithmetic, as well as understanding number systems and their structure.

  • Algebra: study of relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change.

  • Geometry: study of geometry (2- and 3-dimentional) shapes and structures and how to analyze their characteriscs and relationships.

  • Measurement: the assignment of a numerical value to an attribute of an object or to a characteristic of a situation.

  • Data Analysis and Probability: how to formulate questions, collect and organize data, describe and analyze data, and display data in ways useful for answering questions.

Process Standards

  • Problem Solving: engaging in a task for which the solution method is not known.

  • Reasoning and Proof: expressing patterns, structure, or regularities in real-world and symbolic objects and situations through conjecture, argument, logic, and justification.

  • Communication: sharing ideas and clarifying understanding.

  • Connections: making connections among mathematical ideas and with applications outside mathematics.

  • Representation: creating, selecting, using, and translating mathematical ideas in various forms.

Further enhance your math curriculum with more Professional Development Resources for Teaching Measurement, Grades K-5.

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