Mathematics
Curriculum Frameworks K12
Approved by School Committee 06/13/95
The Curriculum and Evaluation Standards for School Mathematics, developed by the National Council of Teachers of Mathematics (NCTM), represents the consensus of the nation's mathematics education community about the fundamental content that should be included in the school mathematics curriculum. The NCTM standards are the basis for the Massachusetts Mathematics Curriculum Framework and for the Wachusett Regional School District's Mathematics Standards.
The NCTM Standards specify five educational goals for all students. They are:
 Students learn to value mathematics
 Students become confident in their ability to do mathematics
 Students become mathematical problem solvers
 Students learn to communicate mathematically
 Students learn to reason mathematically
HOW THIS DOCUMENT IS ORGANIZED
These Wachusett Regional School District Mathematics Curriculum elements are organized according to the NCTM Standards into two sets or clusters. The first four standards are called "Fundamental Standards".
 Standard I: Mathematics as Problem Solving
 Standard II: Mathematics as Communication
 Standard III: Mathematics as Reasoning
 Standard IV: Mathematical Connections
These four standards should be embedded in all the mathematics work students do. They permeate all topics and all three grade level spans: preK4, 58, and 912. The remaining Standards are organized into the following clusters of major ideas:
 Standard V: Numbers and Number Systems
 Standard VI: Estimation and Computation
 Standard VII: Patterns, Relations and Functions
 Standard VIII: Geometry and Measurement
 Standard IX: Statistics and Probability
These standards should not be viewed in isolation from the preceding "Fundamental Standards." FUNDAMENTAL STANDARDS
The first four NCTM Standards are common across all grade levels They are:
 Standard I: Mathematics as Problem Solving
 Standard II: Mathematics as Communication
 Standard III: Mathematics as Reasoning
 Standard IV: Mathematical Connections
These four standards cut across all the other Standards. They also overlap and interrelate with one another. Incorporating more problem solving in the mathematics curriculum, for example, will provide a reason for students to work together and communicate with one another. Encouraging students to communicate will provide opportunities for them to explain their reasoning, and to listen to and understand the reasoning of others. All work students do in mathematics should reflect these "Fundamental Standards". They represent the essential processes that should be characteristic of all mathematical teaching and learning.
The Nine Standards are shown below. You may click on any one to review a description of the Standard.
Mathematics Curriculum Guide  Rubrics
