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1、CommonCoreStateStandardSformathematicsCommonCoreStateStandardSformatHematICStableofContentsIntroduction3StandardsformathematicalPractice6StandardsformathematicalContentKindergarten9Grade113Grade217Grade321Grade427Grade533Grade639Grade746Grade852HighSchool—IntroductionHighSchool—
2、NumberandQuantity58HighSchool—Algebra62HighSchool—Functions67HighSchool—Modeling72HighSchool—Geometry74HighSchool—StatisticsandProbability79Glossary85SampleofWorksConsulted91CommonCoreStateStandardSformatHematICSIntroductionTowardgreaterfocusandcoherenceMathematicsexperiencesine
3、arlychildhoodsettingsshouldconcentrateon(1)number(whichincludeswholenumber,operations,andrelations)and(2)geometry,spatialrelations,andmeasurement,withmoremathematicslearningtimedevotedtonumberthantoothertopics.Mathematicalprocessgoalsshouldbeintegratedinthesecontentareas.—Mathem
4、aticsLearninginEarlyChildhood,NationalResearchCouncil,2009Thecompositestandards[ofHongKong,KoreaandSingapore]haveanumberoffeaturesthatcaninformaninternationalbenchmarkingprocessforthedevelopmentofK–6mathematicsstandardsintheU.S.First,thecompositestandardsconcentratetheearlylearn
5、ingofmathematicsonthenumber,measurement,andgeometrystrandswithlessemphasisondataanalysisandlittleexposuretoalgebra.TheHongKongstandardsforgrades1–3devoteapproximatelyhalfthetargetedtimetonumbersandalmostallthetimeremainingtogeometryandmeasurement.—Ginsburg,LeinwandandDecker,2009
6、Becausethemathematicsconceptsin[U.S.]textbooksareoftenweak,thepresentationbecomesmoremechanicalthanisideal.Welookedatbothtraditionalandnon-traditionaltextbooksusedintheUSandfoundthisconceptualweaknessinboth.—Ginsburgetal.,2005Therearemanywaystoorganizecurricula.Thechallenge,nowr
7、arelymet,istoavoidthosethatdistortmathematicsandturnoffstudents.—Steen,2007Foroveradecade,researchstudiesofmathematicseducationinhigh-performingcountrieshavepointedtotheconclusionthatthemathematicscurriculumintheUnitedStatesmustbecomesubstantiallymorefocusedandcoherentinordertoi
8、mprovemathematicsachievementinthiscountry.Todel