Reasoning and Proof
Students should recognize that proofs are a fundamental aspect of mathematics. Within that understanding, they should develop the ability to select and use various types of mathematical reasoning.
Communication
The standard calls for students to communicate their mathematical thinking in a coherent and clear way to teachers, peers, and others. Students should be able to express their ideas with the correct use of mathematical language.
Connections
The standard requires that students be able to demonstrate the interconnectedness of mathematical ideas and recognize and apply mathematics in other contexts.
Representations
Students should be able to use representations to organize, record and communicate mathematical ideas. This will enable them to model and interpret physical, social, and mathematical phenomena.
The What Works Clearinghouse (WWC) is an initiative by the U.S. Department of Education's Institute of Education Sciences. On its website, a link to Middle School Math lists intervention reports that "evaluate research on curricula and instructional strategies for students in grades 6 -- 9 that are designed to increase student outcomes related to mathematics achievement" (WWC, 2010). As of the writing of this paper, the site reviewed evidence of the efficacy of three standards-based programs designed to boost the achievement in math by middle school students. The site may be useful to schools seeking new or supplemental materials for their math curriculum.
Conclusion
Math standards for middle school students build on the knowledge and skills they acquired in grades kindergarten through five. The NCTM's mission statement explains that it endeavors to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and research (NCTM, 2010). Standards are part of this mission. Mac Iver and Mac Iver (2009) found...
225). Schoen, Ziebarth, Hirsch and BrckaLorenz (2010) also demonstrated the efficacy of a standards-based curriculum after a five-year study. As they showed, further work needs to be done after teachers have had time to master the standards and incorporate them in their curriculum design. Choppin (2009) noted that "intimate knowledge of curriculum materials" (p. 315) will help teachers develop the standards-based programs that will engage students and help them toward attaining content mastery in mathematics.
References
Choppin, J.M. (2009). Curriculum-contxt knowledge: Teacher learning from successive
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Mac Iver, M.A., & Mac Iver, D.J. (2009). Urban middle-grade student mathematics achievement growth under comprehensive school reform. Journal of Educational
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Middle school math. (2010). What Works Clearinghouse (n.d.). Retrieved from http://ies.ed.gov/ncee/wwc/reports/Topicarea.aspx?tid=03
On the road to implementation: Achieving the promise of the Common Core State Standards.
(2010, August). Achieve, Inc. Retrieved from ERIC database.
http://www.eric.ed.gov/PDFS/ED512101.pdf
Overview: Standards for grades 6 -- 8. National Council of Teachers of Mathematics. (n.d.).
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Schoen, H., Ziebarth, S.W., Hirsch, C.R., BrckaLorenz, a. (2010). A five-year study of the first edition of the core-plus mathematics curriculum. Charlotte, NC: Information Age
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