Topics include reasoning, number systems and operations such systems, geometry, measurement, probability and statistics. In order for teachers to apply the NCTM standards, they must first have an understanding of the underlying concepts involving mathematical reasoning, problem solving, and its connections with ideas and applications. Central to the preparation of teaching mathematics is the development of a deep understanding of the mathematics of the school curriculum and how it fits within the discipline of mathematics. Too often, it is taken for granted that teachers knowledge of the content of school mathematics is in place by the time they complete their own K-12 learning experiences. Teachers need opportunities to revisit school mathematics topics in ways that will allow them to develop deeper understandings of the subtle ideas and relationships that are involved between and among concepts.
Students can solve quantitative problems by using mathematical skills and current technology.
They can formulate specific questions from vague problems select effective problem solving strategies and know which math operations are appropriate in particular contexts. They can perform mental calculations and estimates with proficiency and decide when an exact answer is needed and when an estimate is more appropriate. They can use tables, graphs, spreadsheets and statistical techniques to organize, interpret and present numerical information. They can judge the validity of quantitative results presented by others. The student will be able to apply Polya s problem solving process.