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How this framework is organized
The material in the K-12 Mathematics Curriculum Framework is organized around eight strands: Problem Solving and Reasoning; Communication and Connections; Numbers, Numeration, Operations, and Number Theory; Geometry, Measurement, and Trigonometry; Data Analysis, Statistics, and Probability; Functions, Relations, and Algebra; Mathematics of Change; and Discrete Mathematics. Within each of these areas, one or more K-12 Broad Goals identify general expectations of what ALL New Hampshire students are expected to know and be able to do. For example, the first Broad Goal in the Problem Solving and Reasoning strand states: Students will use problem-solving strategies to investigate and understand increasingly complex mathematical content.
Following each broad goal is a purpose statement which places the goal in context and elaborates on its role in the mathematics program. Further, in the case of iscrete Mathematics, a definition is provided in order to clarify this emerging area of the K-12 curriculum Standards are presented in two parts: Curriculum Standards and Proficiency Standards. The Curriculum Standards identify the scope of the content recommended for grades K-3, 4-6, and 7-12. The Proficiency Standards identify specific expectations for the assessment of cumulative learning. They will serve as the basis for the development and ongoing revision of the mathematics assessment instruments to be administered statewide at the end of grades three, six, and ten. All of the Grade 3 Proficiency Standards found in the New Hampshire Mathematics Curriculum Framework: End of Grade Three (1993) are incorporated into this K-12 framework.
The Curriculum Standards, particularly at the 7-12 level, identify more than what is included in the standards to be tested. The developers of this framework were sensitive to what constitutes a full 4-year program of mathematics in high school and the fact that students will be tested statewide at the end-of-grade ten. Local educators and policy leaders should note that the recommended content for all high school students is richer than the content that has traditionally been included in some general mathematics courses.
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