Mathematics Curriculum Standards - Preface

Approved by the Tennessee State Board of Education August 31, 2001

Organization of the document

The Mathematics Curriculum Standards include the Content Standards, Learning Expectations, and Accomplishments necessary to insure that K-8 Tennessee students develop the mathematics concepts needed to succeed in school, in the workplace, and in their every day lives. The foundation of the curriculum standards includes the five content standards: number and operations, algebra, geometry, measurement, and data analysis and probability. However, the guiding philosophy of this document is that the five content standards should be taught in an integrated manner, not in isolation. Woven into the content standards are the processes of problem solving, reasoning and proof, communication, connections, and representation. These five process standards, forged with the five content standards, communicate a vision of mathematical literacy which goes beyond traditional mathematics skills.

The learning expectations identify the essential core of learning for grades K-3, 4-5, and 6-8; whereas, the grade level specific accomplishments delineate the concepts and skills necessary to master the learning expectations at each grade. The learning expectations and accomplishments mastered within each grade cluster will be assessed at the benchmark grades of three, five, and eight.

On the benchmark pages, performance indicators detail the level of achievement for each grade cluster. These performance indicators are divided into two categories: state assessed and teacher observed. The Tennessee Comprehensive Assessment Program (TCAP) will evaluate the state performance indicators. Classroom teachers will assess the teacher performance indicators through observation and other authentic methods. Within each category the indicators are grouped into levels as follows: Level 1: Below Proficient, Level 2: Proficient and Level 3: Advanced. All students should master all three levels by the end of the grade cluster. UNLIKE THE END-OF-COURSE ASSESSMENTS AND GATEWAY EXAMINATIONS, LEVEL 3 INDICATORS ARE NOT EXTENSIONS OF LEARNING BUT ARE PART OF THE REQUIRED MASTERY.

Development of the document

In Tennessee the mandate to develop curriculum standards for mathematics is dictated by policy. According to Rules, Regulations and Minimum Standards for the Governance of Tennessee Public Schools: "The State Board of Education shall adopt a curriculum framework for each subject area, grades K-12 . . . The approved framework shall be the basis for planning instructional programs in each local school system."

With this charge, the Tennessee Department of Education formed the Mathematics K-8 Curriculum Standards Committee consisting of K-8 mathematics teachers, state department personnel, and higher education representatives. The curriculum standards committee used the current Tennessee standards, the ten standards from the National Council of Teachers of Mathematics (NCTM), curriculum guides from other states, and current educational research to aid in revising the K-8 curriculum. With the assistance of the Council of Chief State School Officers (CCSSO) and the Tennessee Department of Education, a committee aligned the framework to national models. The alignment committee included classroom teachers, state department personnel, a state board representative, higher education representatives, special education teachers, curriculum specialists, ESL consultants, principals, parents, and community leaders. After identifying strengths and gaps in the standards framework, this committee made recommendations that resulted in appropriate revisions to the standards.

Purpose of the document

The curriculum standards are designed to provide guidelines in planning and implementing curriculum at the state, local system, and individual school levels. The curriculum standards, expectations, and accomplishments serve to focus classroom instruction and assessment on important mathematical ideas for each grade level that are connected and that build on one another. Thus, at all grade levels, effective mathematics curriculum units make connections within mathematics, to other disciplines, and to the real world in order to expand students’ knowledge and understanding along with their ability to apply mathematics.