The National Council of Teachers of Mathematics is a teacher support organization to improve the learning standards of mathematics and ensuring equitable access to quality mathematics teaching and learning, the organization is focused on research, professional development, advocacy, equity and curriculum instruction and assessment.
The council developed ten standards based on the mathematical content and processes, according to Bassarear,(2007), those based on mathematical content include Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability, while the standards based on processes are Problem Solving, Reasoning and Proof, Communication, Connections, and Representation.
The strands are applicable in different levels of elementary education. The strands developed are founded on the six principles of Curriculum, Equity, Learning, Assessment, Teaching and Technology and articulate that Number and Operations which is concerned with creating and enlarging understanding of whole numbers as this is elemental requisite in mathematics.
Geometry is concerned with recognizing shapes and recounting spatial relationships that exist, it deals with analyzing characteristics and attributes of two- and three-dimensional geometric shapes, geometry also is concerned with creating mathematical opinions concerning geometric relationships, such as locations, symmetry, transformations, visualization and coordinate geometry. Measurement is another standard which is concerned with terms of discovering assessable attributes and evaluating objects by using these attributes.
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Mathematics starts with counting. It is not reasonable, however, to suggest that early counting was mathematics. Only when some record of the counting was kept and, therefore, some representation of numbers occurred can mathematics be said to have started. In Babylonia mathematics developed from 2000 BC. Earlier a place value notation number system had evolved over a lengthy period with a number ...
Data analysis and probability is concerned with application of data management and probability techniques, such as data collection, organization, data analyses, sorting and using inferences. The other standards are problem solving where students should be able to derive solutions of problems, Reasoning and Proof where the answers to the problems can be verified by mathematical means, Communication in terms of conversing the answers derived and methodology used, Connections in establishing relationship between different mathematical techniques and representation where students should be able to represent the problems and the solutions.
While the proposed standards have been faced with controversies, they have supported immensely the regulation of elementary schools mathematics in United States and Canada. References Bassarear, Tom. (2007).
Mathematics for Elementary School Teachers. Florence, KY: Cengage Learning.
