Every teacher of mathematics, whether at the elementary, middle, or high school level, has an individual goal to provide students with the knowledge and understanding of the mathematics necessary to function in a world very dependent upon the application of mathematics. Instructionally, this goal translates into three components:
- Conceptual understanding
- Procedural fluency
- Problem solving
The mathematics standards states that students will:
- Understand the concepts of and become proficient with the skills of mathematics;
- Communicate and reason mathematically;
- Become problem solvers by using appropriate tools and strategies;
Churchville- Chili Teachers integrate the study of number sense and operations, algebra, geometry, measurement, and statistics and probability. Mathematics should be viewed as a whole body of knowledge, not as a set of individual components. Therefore, the local mathematics curriculum, instruction, and assessment is designed to support and sustain the components of this standard.
New York State’s yearly 3-8 mathematics assessments, required by NCLB federal legislation, provides the district with data measuring student progress toward obtaining mathematical proficiency. Since the state assessments will measure conceptual understanding, procedural fluency, and problem solving, local assessments measure these components as well.