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## Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium (2000) Board on Science Education (BOSE)Teacher Advisory Council (TAC)

### Citation Manager

. "Appendix B: Overview of Content Standards from the National Science Education Standards and the Principles and Standards for School Mathematics." Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium. Washington, DC: The National Academies Press, 2000.

 Page 151

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Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millenium

### Mathematics Content Standards for Grades K-12

(From National Council of Teachers of Mathematics, 2000, excerpted from pages 28-71)

### Number and Operations Standard

Instructional programs from prekindergarten through grade 12 should enable all students to—

• Understand numbers, ways of representing numbers, relationships among numbers, and number systems;

• Understand meanings of operations and how they relate to one another;

• Compute fluently and make reasonable estimates.

### Algebra Standard

Instructional programs from prekindergarten through grade 12 should enable all students to—

• Understand patterns, relations, and functions;

• Represent and analyze mathematical situations and structures using algebraic symbols;

• Use mathematical models to represent and understand quantitative relationships;

• Analyze change in various contexts.

### Geometry Standard

Instructional programs from prekindergarten through grade 12 should enable all students to—

• Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships;

• Specify locations and describe spatial relationships using coordinate geometry and other representational systems;

• Apply transformations and use symmetry to analyze mathematical situations;

• Use visualization, spatial reasoning, and geometric modeling to solve problems.

### Measurement Standard

Instructional programs from prekindergarten through grade 12 should enable all students to—

 1 Excerpted from National Council of Teachers of Mathematics (2000) pages 29-71.
 Page 151
 Front Matter (R1-R26) Executive Summary (1-14) Introduction and Context (15-29) The Continuum of Teacher Education in Science, Mathematics, and Technology: Problems and Issues (30-43) The Critical Importance of Well-Prepared Teachers for Student Learning and Achievement (44-65) Recommendations from the Profession and Disciplines (66-71) Teacher Education as a Professional Continuum (72-84) A Vision for Improving Teacher Education and the Teaching Profession (85-108) Recommendations (109-130) References (131-142) Appendix A: Standards for Teacher Development and Professional Conduct (143-147) Appendix B: Overview of Content Standards from the National Science Education Standards and the Principles and Standards for School Mathematics (148-153) Appendix C: Overview of Teaching Standards from the National Science Education Standards and the Principles and Standards for School Mathematics (154-158) Appendix D: Examples of Local and Statewide Programs That Provide Ongoing Professional Development Opportunities to Beginning and Experienced Teachers (159-163) Appendix E: Examples of Formal and Informal Partnerships Between Institutions of Higher Education and School Districts to Improve Teacher Education (164-176) Appendix F: Biographical Sketches of Committee Members (177-184) Glossary of Education Terms (185-192) Index (193-205)