Standards Curriculum Group Project

Each group is assigned two distinct sections of the Principles & Standards 2000 online document to present to the class. In Principles & Standards 2000, there are two distinct sections: (1) principles and (2) standards. Principles are underlying philosophies about school mathematics, learning and teaching that influence everything we do in the classroom. The Standards are subdivided into Process and Content Standards.

Each group is assigned one process standard and one content standard, as chosen by the groups last week. With each of the two standards, you are asked to:

• Summarize the major thrust of each standard. What is the importance of that standard in the current reform milieu of teaching and learning mathematics?
  
  
• What are the major characteristics of each standard in relation to the middle school grades? What are the specific benchmarks of learning that are appropriate for the middle grades in that standard? Describe and "unpack" these standards in your group's own terms-taking ownership of the concepts and ideas-without just quoting the documents' language directly.
  
  
• Compare and contrast these principles and standards to the 1997 Illinois Learning Goals (Standards). How do they relate? Where are there differences? What are your opinions about what you read in this articulation? Cite any references needed.
  
  
• In your group, you are to choose a middle school mathematics text or middle school mathematics materials (e.g., Connected Mathematics, Mathematics in Context, University of Chicago School Mathematics Project, etc.) and evaluate the curriculum/text in terms of your content & process standards. Do the curricular materials reflect current recommendations in mathematics content and instruction? To what degree? In what ways? Give a general description of the curricular materials/text, and then focus in greater detail on chapters that correlate with your assigned standards-both content & process. What is the quality of the content of these chapters? How age appropriate are the activities in relationship to NCTM and ISBE Standards? What supplementary materials are provided and what else is needed? Is this a text/curriculum package from which you would be able to teach effectively?
  
  
• Most importantly, for each of the categories, provide an example of mathematics or classroom interaction that demonstrates the intent & meaning of the standard. One good example that demonstrates depth is better than a mile-wide collection of shallow examples. I.e., pick one content topic from your standard and design a lesson activity. Your group will "teach" this lesson activity in class on Thursday, February 14. This will be part of a growing body of examples that you will wish to continue to build over the course of the semester.