In short, the goals of this Framework can be met using various teaching styles. Beware anyone who claims that the Framework mandates that you must do this or that in terms of classroom methodology. Meeting the content standards is the consistent directive of the Board. Chapters 1 and 2 of the California Mathematics Framework set the tone for a balanced approach to teaching mathematics. Consider, for example, the five factors to be considered in developing and maintaining computational and procedural skills.
Procedural skills develop over time.
Students must distinguish among different basic procedures by understanding what they do. Students must use the procedures frequently in problems. Skills may be learned more readily when students see how they will be useful or are intrigued by a problem that requires that skill. To a large extent these statements could have just as easily been paraphrased from the introductions to the CPM Teacher Editions. Discussion of assessment calls for it to be aligned with instruction, varied in purpose, and regular.