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:
*The emphasis on "all students" is made here, not in the NCTM document. Content Standards
Process Standards
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Further enhance your math curriculum with more Professional Development Resources for Teaching Measurement, Grades K-5.
