|
Descriptive Statement:
Problem posing and problem solving involve examining
situations that arise in mathematics and
other disciplines and in common experiences, describing
these situations mathematically, formulating appropriate
mathematical
questions, and using a variety of strategies to find solutions.
By developing their problem-solving skills, students will
come to
realize the potential usefulness of mathematics in their
lives.
Building upon knowledge and skills gained in the preceding
grades, and demonstrating continued progress in Indicators
4, 5, 6, 7, 8, 12, and 14 above, by the end of grade 12,
students: |
Descriptive Statement:
Communication of mathematical ideas will help students
clarify and solidify their understanding of
mathematics. By sharing their mathematical understandings
in written and oral form with their classmates, teachers,
and parents, students develop confidence in themselves
as mathematics learners and enable teachers to better
monitor their
progress.
Building upon knowledge and skills gained in the preceding
grades, and demonstrating continued progress in Indicators
1, 2,
3, 4, 5, 6, 7, and 8 above, by the end of grade 12, students: |
Descriptive Statement:
Making connections enables students to see relationships
between different topics, and to draw on those relationships
in future study. This applies within mathematics, so that
students can translate readily between fractions and decimals,
or between algebra and geometry; to other content areas,
so that students understand how mathematics is used in
the sciences, the social sciences, and the arts; and to
the everyday world, so that students can connect school
mathematics to daily life.
Building upon knowledge and skills gained in the preceding
grades, and demonstrating continued progress in Indicators
1, 2, 3, 8, 9, 10 and 11 above, by the end of grade 12,
students: |
|
Cumulative Progress Indicators
| 15. |
Use discovery-oriented, inquiry-based,
and problem-centered approaches to investigate and
understand the mathematical content appropriate to
the high school grades. |
| 16. |
Recognize, formulate, and solve problems
arising from mathematical
situations, everyday experiences, applications to
other disciplines,
and career applications. |
| 17. |
Monitor their own progress toward problem
solutions. |
| 18. |
Explore the validity and efficiency of
various problem-posing and problem-solving strategies,
and develop alternative strategies and
generalizations as needed. |
|
Cumulative Progress Indicators
| 9. |
Formulate questions, conjectures, and
generalizations about data, information, and problem
situations. |
| 10. |
Reflect on and clarify their thinking
so as to present convincing arguments for their
conclusions. |
|
Cumulative Progress Indicators
| 12. |
Recognize how mathematics responds to
the changing needs of society, through the study of
the history of mathematics. |
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