Mathematic Curriculum

Wisconsin's Model Academic Standards for Mathematics

The academic standards specify what students should know and be able to do, what they might be asked to do to give evidence of standards, and how well they must perform. They include content, performance, and proficiency standards. They are:

Mathematical Processes

• Content Standard
• Students in Wisconsin will draw on a broad body of mathematical knowledge and apply a variety of mathematical skills and strategies, including reasoning, oral and written communication, and the use of appropriate technology, when solving mathematical, real-world* and nonroutine* problems.

Number Operations and Relationships

• Content Standard
• Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving.

Geometry

• Content Standard
• Students in Wisconsin will be able to use geometric concepts, relationships, and procedures to interpret, represent, and solve problems

Measurement

• Content Standard
• Students in Wisconsin will select and use appropriate tools (including technology) and techniques to measure things to a specified degree of accuracy. They will use measurements in problem-solving situations.

Statistics and Probability

• Content Standard
• Students in Wisconsin will use data collection and analysis, statistics and probability in problem-solving situations, employing technology where appropriate.

Algebraic Relationships

• Content Standard
• Students in Wisconsin will discover, describe, and generalize simple and complex patterns and relationships. In the context of real-world problem situations, the student will use algebraic techniques to define and describe the problem to determine and justify appropriate solutions.

Planning Curriculum in Mathematics

Planning Curriculum in Mathematics is the next step in the Wisconsin Department of Public Instruction's (DPI) commitment to help school districts enhance their mathematics programs. This all-new guide will assist mathematics educators as they seek to reap promising results, to become familiar with current needs for mathematical understanding, and to contemplate any improvements that might need to be made in their programs.

For questions about this information, contact Diana Kasbaum (608) 266-7712

Last updated on 1/29/2010 1:05:06 PM