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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 152

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Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millenium
• Understand measurable attributes of objects and the units, systems, and processes of measurement;

• Apply appropriate techniques, tools, and formulas to determine measurements.

### Data Analysis and Probability Standard

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

• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them;

• Select and use appropriate statistical methods to analyze data;

• Develop and evaluate inferences and predictions that are based on data;

• Understand and apply basic concepts of probability.

### Problem Solving Standard

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

• Build new mathematical knowledge through problem solving;

• Solve problems that arise in mathematics and in other contexts;

• Apply and adapt a variety of appropriate strategies to solve problems;

• Monitor and reflect on the process of mathematical problem solving.

### Reasoning and Proof Standard

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

• Recognize reasoning and proof as fundamental aspects of mathematics;

• Make and investigate mathematical conjectures;

• Develop and evaluate mathematical arguments and proofs;

• Select and use various types of reasoning and methods of proof.

### Communication Standard

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

• Organize and consolidate their mathematical thinking through communication;

• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others;

• Analyze and evaluate the mathematical thinking and strategies of others;

• Use the language of mathematics to express mathematical ideas precisely.

 Page 152
 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)