This site is created for all Eanes ISD teachers. The vision is to create an aligned curriculum site to facilitate the collaboration of mathematics teaching across the district. This will help translate the math standards into sound curriculum with accompanying resources. The curriculum guides will specify the content knowledge and skills that all students are expected to learn in the grade level course.
The Process Standards
According to the National Council of Teachers of Mathematics (NCTM), their process standards “highlight the mathematical processes that students draw on to acquire and use their [mathematical] content knowledge.” In Texas, the process standards are skills in the Texas Essential Knowledge and Skills (TEKS) for mathematics, science, and social studies describe ways in which students are expected to engage with the content. These standards/skills should be incorporated into the teaching of the TEKS when possible so that students can attain a greater depth of understanding of complex content. The student expectations addressing mathematical process standards have become a central part of the TEKS for mathematics.
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.