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NYC Helpline: How To: Implement Standards, Curriculum, and Assessment

How to Implement the New Math Standards, Part IV
by Arlyne LeSchack

In this final article in the series, I will discuss the performance indicators for The Process Strands within the new Mathematics Standards. Performance indicators define exactly what students should be able to do within each strand.
 How to Implement the New Math Standards, Part I How to Implement the New Math Standards, Part II How to Implement the New Math Standards, Part III How to Implement the New Math Standards, Part IV

The first process strand is the problem solving strand:

• build new mathematical knowledge through problem solving
• solve problems that arise in mathematics and other contexts
• apply and adapt a variety of appropriate strategies to solve problems
• monitor and reflect on the process of mathematical problem solving

The next process strand is the reasoning and proof strand. Here students should be able to:

• recognize reasoning and proof as fundamental aspects of mathematics
• make and investigate mathematical conjectures
• develop and evaluate mathematical arguments and proofs
• select and use various types of reasoning and methods of proof

The third process strand is the communication strand. Students should be able to:

• organize and consolidate their mathematical thinking through communication
• communicate their mathematical thinking coherently and clearly to peers, teachers, and others
• analyze and evaluate the mathematical thinking and strategies of others
• use the language of mathematics to express mathematical ideas precisely

The fourth process strand is the connections strand. Students should be able to do the following:

• recognize and use connections among mathematical ideas
• understand how mathematical ideas interconnect and build on one another to produce a coherent whole
• recognize and apply mathematics to contexts outside of mathematics

The fifth process strand is the representation strand. Students should be able to:

• create and use representations to organize, record and communicate mathematical ideas
• select, apply and translate among mathematical representations to solve problems
• use representations to model and interpret physical, social, and mathematical phenomena

Within in these four articles I have tried to explain the new New York State Mathematical Standards.

In the meantime if you have any questions about implementing the new mathematics standards, please contact me at aleschack@aol.com.

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