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DOE A to Z: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z #

**May 1996**

CCCS Home | 1996 CCCS Home | 1996 Curriculum Frameworks

All Students Will Demonstrate High Levels Of Mathematical Thought Through Experiences Which Extend Beyond Traditional Computation, Algebra, And Geometry

**Descriptive Statement: **High expectations for all students form
a critical part of the learning environment. The belief of teachers, administrators,
and parents that a student can and will succeed in mathematics often makes
it possible for that student to succeed. Beyond that, this standard calls
for a commitment that all students will be continuously challenged and
enabled to go as far mathematically as they can.

**Cumulative Progress Indicators**

By the end of Grade 12, students:

1. |
Study a core curriculum containing challenging ideas and tasks, rather than one limited to repetitive, low-level cognitive activities. |

2. |
Work at rich, open-ended problems which require them to use mathematics in meaningful ways, and which provide them with exciting and interesting mathematical experiences. |

3. |
Recognize mathematics as integral to the development of all cultures and civilizations, and in particular to that of our own society. |

4. |
Understand the important role that mathematics plays in their own success, regardless of career. |

5. |
Interact frequently with parents and other members of their communities, including men and women from a variety of cultural backgrounds, who use mathematics in their daily lives and occupations. |

6. |
Receive services that help them understand the mathematical skills and concepts necessary to assure success in the core curriculum. |

7. |
Receive equitable treatment without regard to gender, ethnicity, or predetermined expectations for success. |

8. |
Learn mathematics in classes which reflect the diversity of the school's total student population. |

9. |
Be provided with opportunities at all grade levels for further study of mathematics, especially including topics beyond traditional computation, algebra, and geometry. |

10. |
Be challenged to maximize their mathematical achievements at all grade levels. |

11. |
Experience a full program of meaningful mathematics so that they can pursue post- secondary education. |

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