The aim of the K-12 mathematics program is to graduate numerate individuals who value mathematics and appreciate its role in society. The purpose of this aim is to enable students to deal self-assuredly and competently with everyday situations that demand the use of mathematical concepts. It also reflects the notion that students need to develop a confidence and understanding of mathematics that provides the background necessary to successfully pursue a wide spectrum of life and career choices.
Specifically, this means that students are able to interpret quantitative information, estimate, perform calculations (mentally, with pencil and paper, and with technology), describe, assess and determine spatial and measurement relationships, and identify and represent relational and functional associations between variables. The mathematics program, then, should stimulate a spirit of inquiry through the use of problem solving and a wide variety of instructional and assessment strategies. It is vital that the mathematics program makes use of an array of tools and resources that engage the students in the thoughtful and reflective study and understanding of mathematics.
The following goals indicate what students will achieve over the course of their schooling in K-12 mathematics.
Function as consumers and workers: To develop the skills and knowledge of concepts necessary to meet the needs of the average worker and consumer. This can be accomplished by engaging the students in an understanding of the mathematics in contexts that are meaningful to themselves and their future.
Function as informed responsible citizens: To develop the ability to analyze and interpret quantitative information to inform decisions and attitudes. This can be accomplished by the use of real-world examples and through the students’ active discussion and analysis of data and implications.
Become capable problem solvers: To develop the desire, confidence, and ability to solve problems. This can be accomplished by creating a classroom climate that supports risk taking and discussion, and by using problem solving to introduce, develop, and enhance curriculum content. In this way, problem solving becomes a natural way to develop understanding rather than an extra task to be completed.
Communicate mathematically: To be able to relate strategies, thinking processes, and connections using mathematical terminology, representations, and contexts in a variety of communication modes. This can be accomplished by the regular incorporation of discussion, debate, reflection, and different student groupings within a supportive classroom environment. Communication is essential for the development and enrichment of the curriculum content as well as for the building of student confidence.
Pursue further study in mathematics and mathematically related areas: To be able to successfully study mathematics beyond the high school context. This can be done by ensuring that the students develop a rich understanding of mathematical concepts and their interconnectedness.
Emphasis should be placed on understanding and being able to compute, measure, estimate, and interpret mathematical data as well as being able to determine when and how to apply these skills and understandings in new contexts. The intent is to develop self-reliant, self-motivated, confident lifelong learners who have the background knowledge, skills, and understanding to be successful in any future mathematical pursuits.
The Foundational Objectives are the most important understandings and abilities that should be developed over the course of a unit. They provide guidance to teachers in unit and yearly planning. These objectives, provided at the beginning of each unit, encompass the big ideas of the unit reflected throughout the specific learning objectives. The spirit of the foundational objective should direct instruction related to the specific learning objectives.