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1、COMMONCORESTATESTANDARDSFORMathematicsCOMMONCORESTATESTANDARDSforMATHEMATICSTableofContentsIntroduction3StandardsforMathematicalPractice6StandardsforMathematicalContentKindergarten9Grade113Grade217Grade321Grade427Grade533Grade639Grade746Grade852HighSchool—IntroductionHighSc
2、hool—NumberandQuantity58HighSchool—Algebra62HighSchool—Functions67HighSchool—Modeling72HighSchool—Geometry74HighSchool—StatisticsandProbability79Glossary85SampleofWorksConsulted91COMMONCORESTATESTANDARDSforMATHEMATICSIntroductionTowardgreaterfocusandcoherenceMathematicsexpe
3、riencesinearlychildhoodsettingsshouldconcentrateon(1)number(whichincludeswholenumber,operations,andrelations)and(2)geometry,spatialrelations,andmeasurement,withmoremathematicslearningtimedevotedtonumberthantoothertopics.Mathematicalprocessgoalsshouldbeintegratedintheseconte
4、ntareas.—MathematicsLearninginEarlyChildhood,NationalResearchCouncil,2009Thecompositestandards[ofHongKong,KoreaandSingapore]haveanumberoffeaturesthatcaninformaninternationalbenchmarkingprocessforthedevelopmentofK–6mathematicsstandardsintheU.S.First,thecompositestandardsconc
5、entratetheearlylearningofmathematicsonthenumber,measurement,andgeometrystrandswithlessemphasisondataanalysisandlittleexposuretoalgebra.TheHongKongstandardsforgrades1–3devoteapproximatelyhalfthetargetedtimetonumbersandalmostallthetimeremainingtogeometryandmeasurement.—Ginsbu
6、rg,LeinwandandDecker,2009Becausethemathematicsconceptsin[U.S.]textbooksareoftenweak,thepresentationbecomesmoremechanicalthanisideal.Welookedatbothtraditionalandnon-traditionaltextbooksusedintheUSandfoundthisconceptualweaknessinboth.—Ginsburgetal.,2005Therearemanywaystoorgan
7、izecurricula.Thechallenge,nowrarelymet,istoavoidthosethatdistortmathematicsandturno!students.—Steen,2007Foroveradecade,researchstudiesofmathematicseducationinhigh-performingcountrieshavepointedtotheconclusionthatthemathematicscurriculumintheUnitedStatesmustbecomesubstantial
8、lymorefocusedandcoherentinordertoimprovemathematicsachievementinthiscountry.Todeli
