Across the state, Arizona’s College and Career Ready Standards are being implemented to ensure that

all students have the academic knowledge and skills they need to be successful in college, career and
life. To support their implementation, the Arizona Public Engagement Task Force – an independently
formed statewide collaborative of more than 30 organizations – has worked in partnership with the
Arizona Department of Education to provide information and resources to parents, educators, students
and business leaders about the standards. The Task Force has also created the Arizona’s College and
Career Ready Standards Communications Tool Kit that provides superintendents, principals, teachers
and other community leaders with the tools to communicate to families and community members about
the standards.

Di seluruh negara, arizona � s college dan karir siap sedang menerapkan standar untuk memastikan
bahwa semua siswa sudah akademik pengetahuan dan keterampilan yang mereka butuhkan untuk
menjadi sukses di perguruan tinggi, dan kehidupan. karir Untuk mendukung implementasi, mereka
keterlibatan publik yang arizona task force � sebuah secara independen dibentuk statewide bidang
kolaborasi lebih dari 20 organisasi � telah bekerja dalam kemitraan dengan arizona dinas pendidikan
untuk menyediakan informasi dan sumber daya untuk orang tua, pengajar, mahasiswa dan pemimpin
bisnis tentang standar. Satgas juga telah menciptakan arizona � s college dan karir siap standar alat
komunikasi kit yang menyediakan superintendents, kepala sekolah, guru dan masyarakat lainnya
klasemen tersebut dengan alat untuk berkomunikasi dengan keluarga dan anggota komunitas tentang
standar.

Di seluruh negara, Arizona perguruan dan karir siap standar sedang dilaksanakan untuk
memastikan bahwa semua siswa memiliki pengetahuan akademis dan keterampilan yang mereka
butuhkan untuk menjadi sukses dalam college, karir dan kehidupan. Untuk mendukung
implementasi mereka, Arizona umum pertunangan Task Force-independen dibentuk seluruh
negara bagian kolaboratif lebih dari 30 organisasi – telah bekerja dalam kemitraan dengan
Departemen Pendidikan Arizona untuk menyediakan informasi dan sumber daya untuk orang
tua, pendidik, mahasiswa dan para pemimpin bisnis tentang standar. Task Force juga telah
menciptakan Arizona perguruan dan karir siap standar komunikasi Tool Kit yang menyediakan
para pengawas, kepala sekolah, guru dan pemimpin masyarakat lainnya dengan alat untuk
berkomunikasi untuk keluarga dan anggota masyarakat mengenai standar.
The standards were developed in collaboration with teachers, education leaders, and experts, to
provide a clear and consistent framework to prepare our children for college and the workforce.
This state-led effort was coordinated by the National Governors Association Center for Best
Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).

The standards are informed by the highest, most effective models from states across the country
and countries around the world, and provide teachers and parents with a common understanding
of what students are expected to learn. These standards define the knowledge and skills students
should have within their K-12 education careers so they will graduate high school able to
succeed in entry-level, credit-bearing academic college courses and in workforce training
programs. The standards:

 Align with college and work expectations;

 Are clear, understandable and consistent;
 Include rigorous content and application of knowledge through high-order skills;
 Build upon strengths and lessons of current state standards;
 Informed by other top performing countries to prepare all students to succeed in our
global economy and society; and
 Are evidence-based.

Standar yang dikembangkan dalam kolaborasi dengan para guru, para pemimpin pendidikan dan
ahli, untuk menyediakan sebuah kerangka kerja yang jelas dan konsisten untuk mempersiapkan
anak untuk college dan tenaga kerja. Ini upaya yang dipimpin negara yang dikoordinasikan oleh
Gubernur Asosiasi Pusat Nasional untuk praktik terbaik (NGA Center) dan Dewan dari kepala
negara sekolah perwira (CCSSO).


 Standar sudah diberitahu oleh model-model yang tertinggi dan paling efektif dari Serikat
di seluruh negara dan negara di seluruh dunia, dan memberikan guru dan orang tua
dengan umum memahami apa siswa diharapkan untuk belajar. Standar ini menentukan
pengetahuan dan keterampilan siswa harus memiliki dalam karir pendidikan K-12 mereka
 sehingga mereka akan lulus SMA bisa berhasil dalam kursus kuliah akademik entry-
level, kredit-bantalan dan dalam program pelatihan kerja. Standar:


 Sejajar dengan harapan college dan bekerja;

 Jelas, dimengerti dan konsisten;
 Menyertakan konten yang ketat dan penerapan pengetahuan melalui keterampilan tinggi-
order;
 Membangun kekuatan dan pelajaran dari standar negara saat ini;
 Diinformasikan oleh lainnya atas kinerja negara untuk mempersiapkan semua siswa
untuk berhasil dalam ekonomi global dan masyarakat; dan
 Berbasis bukti.

Arizona joined with 46 other states to create the next generation of K-12 standards in English language
arts and literacy in history/social studies, science, and technical subjects, and mathematics. These
standards provide a consistent framework to prepare students for success in college and/or the 21st
century workplace. The Arizona State Board of Education adopted AZCCRS on June 28, 2010.

Arizona bergabung dengan 46 negara-negara lain untuk menciptakan generasi berikutnya dari K-
12 standar di literasi dalam sejarah/IPS, matematika, dan teknis subyek, dan seni bahasa Inggris.
Standar tersebut memberikan kerangka yang konsisten untuk mempersiapkan siswa untuk sukses
di perguruan tinggi dan/atau tempat kerja abad ke-21. Arizona State Dewan Pendidikan
mengadopsi AZCCRS pada Juni 28, 2010.

Arizona’s College and Career Ready Standards

General Overview of Arizona’s College and Career Ready Standards for Mathematics
Teachers today must prepare students for a world of possibilities that may not currently exist.
The workforce of tomorrow must be flexible, motivated, and be able to draw from a deep and
vast skill set. Arizona’s College and Career Ready Standards in mathematics provide a
consistent, clear understanding of what students are expected to learn, so teachers and parents
know what how to support them. The standards are focused, coherent, and relevant to the real
world, describing the knowledge and skillsss that students need for success in college and
careers. By setting high expectations with a commitment to succeed with all students, we are
positioning our future workforce to be internationally competitive.
Arizona’s College and Career Ready Standards - Mathematics
Arizona’s College and Career Ready Standards are the result of a state-led effort coordinated by
the National Governors Association (NGA) and the Council of Chief State School Officers
(CCSSO) to meet the needs of our future workforce. Governors and state commissioners of
education from 48 states, 2 territories and the District of Columbia were committed to
developing college and career ready state standards in English language arts and mathematics for
grades K-12. In 2010, Arizona adopted Arizona’s College and Career Ready Standards to ensure
a more seamless education especially for those students who move around Arizona and move
across the 46 states.
Arizona’s College and Career Ready Standards in mathematics are
research and evidence based,
aligned with college and work expectations,
rigorous, and
Internationally benchmarked.
These standards are written to show a K-12 progression of skills and emphasize problem-solving,
quantitative reasoning, and modeling with the following key advances:
• K-5: Focus on number and operations
• K-7: Graded ramp up to algebra, through fractions, ratios, and proportional reasoning
• 6-8: Rich hands-on work with ratios, geometry, statistics, and probability
• High School: Rigorous algebra, geometry, modeling, statistics and probability

Arizona perguruan dan karir siap standar

Tinjauan Umum Arizona perguruan dan karir siap standar matematika
Guru hari harus mempersiapkan siswa untuk dunia kemungkinan yang mungkin tidak saat ini
ada. Tenaga kerja besok harus fleksibel, termotivasi, dan dapat menarik dari satu set
keterampilan mendalam dan luas. Arizona perguruan dan karir siap standar matematika
menyediakan konsisten, jelas memahami apa siswa diharapkan untuk belajar, jadi guru dan
orangtua tahu apa cara untuk mendukung mereka. Standar terfokus, koheren, dan relevan dengan
dunia yang nyata, yang menggambarkan pengetahuan dan keterampilan yang mahasiswa
butuhkan untuk sukses dalam kuliah dan karier. Dengan menetapkan harapan yang tinggi dengan
komitmen untuk sukses dengan semua siswa, kami adalah posisi tenaga kerja kami masa depan
harus bersaing secara internasional.
Arizona perguruan dan karir siap standar - matematika
Arizona perguruan dan karir siap standar adalah hasil dari upaya yang dipimpin negara
dikoordinasikan oleh Asosiasi Gubernur Nasional (NGA) dan Dewan dari kepala negara sekolah
perwira (CCSSO) untuk memenuhi kebutuhan tenaga kerja masa depan kami. Gubernur dan
Komisaris negara pendidikan dari 48 negara, wilayah 2 dan District of Columbia yang
berkomitmen untuk mengembangkan college dan standar ready negara karir seni bahasa Inggris
dan matematika untuk kelas K-12. Pada tahun 2010, Arizona mengadopsi Arizona perguruan dan
karir siap standar untuk memastikan pendidikan yang lebih mulus terutama untuk para pelajar
yang bergerak di sekitar Arizona dan bergerak di seluruh Serikat 46.
Arizona College dan karir siap standar matematika
riset dan bukti berbasis,
selaras dengan harapan-harapan college dan bekerja,
ketat, dan
Internasional benchmarked.
Standar ini ditulis untuk menunjukkan perkembangan K-12 keterampilan dan menekankan
penalaran pemecahan, kuantitatif, dan kemajuan model dengan kunci berikut:
• K-5: fokus pada jumlah dan operasi
• K-7: Graded jalan hingga aljabar, melalui pecahan, rasio dan proporsional penalaran
• 6-8: Kaya hands-on bekerja dengan rasio, geometri, statistik dan probabilitas
• SMA: ketat aljabar, geometri, pemodelan, statistik dan probabilitas

Arizona perguruan dan karir siap standar

Tinjauan Umum Arizona perguruan dan karir siap standar matematika
Guru hari harus mempersiapkan siswa untuk dunia kemungkinan yang mungkin tidak saat ini
ada. Tenaga kerja besok harus fleksibel, termotivasi, dan dapat menarik dari satu set
keterampilan mendalam dan luas. Arizona perguruan dan karir siap standar matematika
menyediakan konsisten, jelas memahami apa siswa diharapkan untuk belajar, jadi guru dan
orangtua tahu apa cara untuk mendukung mereka. Standar terfokus, koheren, dan relevan dengan
dunia yang nyata, yang menggambarkan pengetahuan dan keterampilan yang mahasiswa
butuhkan untuk sukses dalam kuliah dan karier. Dengan menetapkan harapan yang tinggi dengan
komitmen untuk sukses dengan semua siswa, kami adalah posisi tenaga kerja kami masa depan
harus bersaing secara internasional.
Arizona perguruan dan karir siap standar - matematika
Arizona perguruan dan karir siap standar adalah hasil dari upaya yang dipimpin negara
dikoordinasikan oleh Asosiasi Gubernur Nasional (NGA) dan Dewan dari kepala negara sekolah
perwira (CCSSO) untuk memenuhi kebutuhan tenaga kerja masa depan kami. Gubernur dan
Komisaris negara pendidikan dari 48 negara, wilayah 2 dan District of Columbia yang
berkomitmen untuk mengembangkan college dan standar ready negara karir seni bahasa Inggris
dan matematika untuk kelas K-12. Pada tahun 2010, Arizona mengadopsi Arizona perguruan dan
karir siap standar untuk memastikan pendidikan yang lebih mulus terutama untuk para pelajar
yang bergerak di sekitar Arizona dan bergerak di seluruh Serikat 46.
Arizona College dan karir siap standar matematika
riset dan bukti berbasis,
selaras dengan harapan-harapan college dan bekerja,
ketat, dan
Internasional benchmarked.
Standar ini ditulis untuk menunjukkan perkembangan K-12 keterampilan dan menekankan
penalaran pemecahan, kuantitatif, dan kemajuan model dengan kunci berikut:
• K-5: fokus pada jumlah dan operasi
• K-7: Graded jalan hingga aljabar, melalui pecahan, rasio dan proporsional penalaran
• 6-8: Kaya hands-on bekerja dengan rasio, geometri, statistik dan probabilitas
• SMA: ketat aljabar, geometri, pemodelan, statistik dan probabilitas

Arizona was actively engaged in the process of developing the standards in both English
language arts and literacy in history/social studies, science, and technical subjects, and
mathematics, in partnership with a significant number of states across the country. The college
and career ready standards were created by states for states and included the professional input of
practitioners, content experts, teachers, researchers, higher education and business leaders.
Development of the standards built on the strengths and lessons learned from states, was
informed by the educational standards in other high performing countries and remained grounded
in research and evidence.

These standards were developed in collaboration with teachers, school administrators, and
experts, to provide a clear and consistent framework to prepare our children for college and the
workforce.

 Developed by standards experts and educators

 Research- and evidence-based
 Supported by rigorous international benchmarks
 Received multiple rounds of feedback from states and national organizations representing
educators {e.g., International Reading Association (IRA), National Council of Teachers
of Mathematics (NCTM), National Council of Teachers of English (NCTE)}

Arizona aktif terlibat dalam proses pengembangan standar dalam kedua bahasa seni dan melek
ilmu sejarah sosial, ilmu pengetahuan, dan teknis subyek dan matematika, dalam kemitraan
dengan sejumlah negara di seluruh negeri. Standar siap perguruan dan karir diciptakan oleh
negara untuk negara-negara dan termasuk masukan praktisi, ahli konten, guru, peneliti,
pendidikan tinggi dan pemimpin bisnis. Pengembangan standar dibangun pada kekuatan dan
pelajaran dari Serikat, diinformasikan oleh standar pendidikan di negara-negara lain berkinerja
tinggi dan tetap didasarkan pada riset dan bukti.
Standar ini dikembangkan bekerjasama dengan guru, administrator sekolah dan ahli, untuk
menyediakan sebuah kerangka kerja yang jelas dan konsisten untuk mempersiapkan anak untuk
college dan tenaga kerja.
Dikembangkan oleh ahli standar dan pendidik
Berbasis penelitian dan bukti
Didukung oleh standar-standar internasional yang ketat
Menerima beberapa putaran umpan balik dari negara dan organisasi-organisasi nasional yang
mewakili pendidik {misalnya, International Reading Association (IRA), Nasional Dewan dari
guru dari matematika (NCTM), Nasional Dewan dari guru dari Inggris (NCTE)}
Mission Statement
The Common Core State Standards provide a consistent, clear understanding of what students
are expected to learn, so teachers and parents know what they need to do to help them. The
standards are designed to be robust and relevant to the real world, reflecting the knowledge and
skills that our young people need for success in college and careers. With American students
fully prepared for the future, our communities will be best positioned to compete successfully in
the global economy.

Pernyataan misi
Common inti negara standar memberikan pemahaman yang konsisten, jelas apa siswa
diharapkan untuk belajar, jadi guru dan orangtua tahu apa yang harus mereka lakukan untuk
membantu mereka. Standar dirancang untuk menjadi kuat dan relevan dengan dunia yang nyata,
yang mencerminkan pengetahuan dan keterampilan yang membutuhkan orang-orang muda kita
untuk sukses dalam kuliah dan karier. Dengan siswa Amerika sepenuhnya siap untuk masa
depan, masyarakat kita akan diposisikan terbaik untuk bersaing dengan sukses dalam ekonomi
global.

Common Standards
Building on the excellent foundation of standards states have laid, the Common Core State
Standards are the first step in providing our young people with a high-quality education. It
should be clear to every student, parent, and teacher what the standards of success are in every
school.

Standar umum
Membangun di atas dasar yang sangat baik standar Serikat telah meletakkan, standar negara inti
umum adalah langkah pertama dalam orang muda kita menyediakan pendidikan yang berkualitas
tinggi. Itu harus jelas untuk setiap siswa, orang tua dan guru Apakah standar kesuksesan di setiap
sekolah.
 Common Core State Standards Initiative
Standards-Setting Considerations
The following considerations guided the standards development workgroups in setting the draft
college and career readiness standards.
Fewer, clearer, higher: One of the goals of this process was to produce a set of fewer, clearer and
higher standards. It is critical that any standards document be translatable to and teachable in the
classroom. As such, the standards must cover only those areas that are critical for student success.
This meant making tough decisions about what to include in the standards; however, these choices
were important to ensure the standards are useable by teachers.
Evidence: This work has made unprecedented use of evidence in deciding what to include – or not
include – in the standards. Each document includes a brief narrative on the choices that were made
based on evidence. Rather than focusing on the opinions of experts exclusively, evidence to guide the
decisions about what to include in the standards was used. This is a key difference between this
process and the processes that have come before.
Internationally benchmarked: These standards are informed by the content, rigor and organization
of standards of high-performing countries and states so that all students are prepared to succeed in a
global economy and society.
Special populations: In the development of these standards, the inclusion of all types of learners was
a priority. Writers selected language intended to make the standards documents accessible to
different learners.
Assessment: While an assessment of the common core state standards in not currently being
developed, these standards will ultimately be the basis for an assessment system that would include
multiple measures of student performance. Once states agree on the final standards, attention will be
turned to creating a high quality system of measurement that would include proper incentives for
teachers to teach these standards and a variety of assessments that will reinforce teaching and
learning tied to the agreed upon expectations.
Standards and curriculum: Standards are not curriculum. This initiative is about developing a set
of standards that are common across states. The curriculum that follows will continue to be a local
responsibility (or state-led, where appropriate). The curriculum could become more consistent from
state to state based on the commonality of the standards; however, there are multiple ways to teach
these standards, and therefore, there will be multiple approaches that could help students accomplish
the goals set out in the standards.
21st century skills: These documents are not an attempt to demonstrate everything that a student
should learn; rather, we have focused on two areas – English-language Arts and Mathematics. The
standards have incorporated 21st century skills where possible. They are not inclusive of all the skills
students need for success in the 21st Century, but many of these skills will be required across
disciplines.

Inisiatif standar Common inti negara

Pertimbangan penetapan standar
Pertimbangan dipandu workgroups pengembangan standar dalam membuat rancangan perguruan
dan karir kesiapan standar.
Lebih sedikit, lebih jelas dan lebih tinggi: salah satu tujuan dari proses ini adalah untuk
menghasilkan serangkaian standar lebih sedikit, lebih jelas dan lebih tinggi. Sangat penting
bahwa dokumen standar menjadi diterjemahkan ke dan diajarkan di dalam kelas. Dengan
demikian, standar harus menutupi hanya daerah-daerah yang sangat penting untuk keberhasilan
siswa. Ini berarti membuat keputusan sulit tentang apa yang akan disertakan dalam standar;
Namun, pilihan ini adalah penting untuk memastikan standar bisa digunakan oleh guru.
Bukti: Pekerjaan ini telah membuat penggunaan bukti yang belum pernah terjadi sebelumnya
dalam memutuskan apa yang harus meliputi- atau tidak termasuk-dalam standar. Setiap dokumen
termasuk sebuah narasi singkat tentang pilihan-pilihan yang dibuat berdasarkan bukti. Daripada
berfokus pada pendapat ahli eksklusif, bukti untuk membimbing keputusan tentang apa yang
akan disertakan dalam standar yang digunakan. Ini adalah kunci perbedaan antara proses ini dan
proses-proses yang telah datang sebelumnya.
Internasional benchmarked: standar ini sudah diberitahu oleh konten, kekakuan dan organisasi
standar berkinerja tinggi negara dan negara sehingga semua siswa siap untuk berhasil dalam
ekonomi global dan masyarakat.
Populasi khusus: dalam pengembangan standar ini, dimasukkannya semua jenis pelajar adalah
prioritas. Penulis memilih bahasa yang dimaksudkan untuk membuat dokumen standar dapat
diakses kepada peserta didik yang berbeda.
Penilaian: Sementara penilaian standar negara inti umum dalam tidak saat ini sedang
dikembangkan, standar ini pada akhirnya akan menjadi dasar untuk sistem penilaian yang akan
mencakup beberapa tindakan siswa kinerja. Setelah Serikat setuju pada standar akhir, perhatian
akan berubah menciptakan sistem pengukuran yang akan mencakup insentif yang tepat bagi guru
untuk mengajar standar kualitas tinggi dan berbagai penilaian yang akan memperkuat
pembelajaran terkait yang telah disepakati berdasarkan harapan.
Standar dan kurikulum: standar tidak kurikulum. Inisiatif ini adalah tentang mengembangkan
seperangkat standar yang umum di seluruh negara. Kurikulum yang mengikuti akan terus
menjadi tanggung jawab lokal (atau negara-dipimpin, dimana tepat). Kurikulum bisa menjadi
lebih konsisten dari negara ke negara didasarkan pada persamaan standar; Namun, ada beberapa
cara untuk mengajarkan standar ini, dan oleh karena itu, akan ada beberapa pendekatan yang
dapat membantu siswa mencapai tujuan-tujuan yang ditetapkan dalam standar.
abad ke-21 keterampilan: dokumen-dokumen ini tidak upaya untuk menunjukkan segala sesuatu
yang
Mahasiswa harus belajar; Sebaliknya, kita telah berfokus pada dua area-seni bahasa dan
Matematika. Standar telah memasukkan abad keterampilan di mana mungkin. Mereka
tidak termasuk semua kebutuhan siswa keterampilan untuk sukses dalam abad ke-21, tetapi
banyak
keterampilan ini akan diminta di seluruh disiplin ilmu.

Declaration of Curricular and Instructional

Alignment
The State Board of Education adopted the Arizona Academic Standards Articulated by Grade
Level (Standards) in the subject areas of reading, writing, mathematics, science, and social
studies.

The purpose of the Declaration is to affirm that the central components of standards-based
education are in effect at every level in every school district and charter school in the State. The
central components of standards-based education include a curriculum aligned to the Standards,
instructional materials aligned to the Standards and the evaluation of teachers to ensure that the
Standards are integrated into instructional practices.

Each of the three documents that comprise the complete Declaration is signed separately by the
local governing board as a body, the district superintendent, and every school principal
(including equivalent charter school officials and administrators). Local education leaders submit
Declarations of Curricular and Instructional Alignment to the Arizona Academic Standards for
language arts (reading and writing), mathematics, science, and social studies (collectively, the
“Standards”) to the Arizona Department of Education that affirm the following:

Governing Boards declared they:

 adopted a curriculum that is aligned with the Standards, and

 adopted an evaluation system that assesses whether teachers are integrating the Standards
into their instructional practices.

Superintendents declared these policies would be implemented by:

 providing instructional materials aligned to the Standards,

 providing (or arranging for others to provide) opportunities for teachers and principals to
receive training related to the Standards,
 administering the district’s system of teacher evaluation to confirm that teachers are
integrating the Standards into their instructional practices, and
 for non-unified school districts: collaborating on a curriculum alignment agreement
between all corresponding feeder and receiving districts.

Principals declared that teachers under their supervision:

 were provided access to the Standards and the curriculum,

 received instructional materials aligned to the Standards,
 received training related to the Standards, unless those teachers were excused for
appropriate reasons, and
  were evaluated as to whether they integrated the Standards into their instructional
practices to the extent the Standards apply to their teaching area(s).

Deklarasi Alignment kurikulum dan pengajaran

Dewan Pendidikan negara mengadopsi Arizona akademik standar diartikulasikan oleh tingkat
kelas (standar) dalam pelajaran membaca, menulis, matematika, ilmu pengetahuan, dan ilmu-
ilmu sosial.

Tujuan Deklarasi adalah untuk menegaskan bahwa komponen pusat pendidikan berbasis standar
yang berlaku di setiap tingkatan di setiap distrik sekolah dan Piagam sekolah di negara bagian.
Komponen pusat pendidikan berbasis standar termasuk kurikulum yang selaras dengan standar,
materi pengajaran yang selaras dengan standar dan evaluasi guru untuk memastikan bahwa
standar yang terintegrasi ke dalam praktek-praktek instruksional.

Masing-masing dari tiga dokumen yang terdiri dari deklarasi lengkap ditandatangani secara
terpisah oleh Dewan pemerintahan lokal sebagai tubuh, district pengawas dan kepala sekolah
setiap (termasuk pejabat sekolah piagam setara dan administrator). Pemimpin pendidikan
setempat menyerahkan Deklarasi kurikuler dan instruksional keselarasan standar akademik
Arizona untuk seni bahasa (membaca dan menulis), matematika, ilmu pengetahuan, dan ilmu-
ilmu sosial (secara kolektif, "standar") kepada Departemen Arizona pendidikan yang menyatakan
sebagai berikut:

Badan Pengurus menyatakan mereka:

mengadopsi kurikulum yang sejajar dengan standar, dan

mengadopsi sistem evaluasi yang menilai apakah guru mengintegrasikan standar ke dalam
praktek-praktek instruksional mereka.

Pengawas menyatakan kebijakan-kebijakan ini dilaksanakan oleh:

menyediakan bahan-bahan instruksional selaras dengan standar,
menyediakan (atau mengatur untuk orang lain untuk memberikan) kesempatan bagi guru dan
kepala sekolah untuk menerima pelatihan yang berhubungan dengan standar,
Administrasi Distrik sistem evaluasi guru untuk mengkonfirmasi bahwa guru mengintegrasikan
standar ke dalam praktek-praktek instruksional, dan
untuk wiki distrik sekolah: berkolaborasi pada kesepakatan kesejajaran kurikulum antara semua
sesuai pengumpan dan menerima daerah.

Kepala sekolah menyatakan bahwa guru-guru di bawah pengawasan mereka:

diberikan akses standar dan kurikulum,

menerima bahan pengajaran yang selaras dengan standar,
menerima pelatihan yang berkaitan dengan standar, kecuali guru-guru yang minta untuk alasan
yang tepat, dan
dievaluasi untuk apakah mereka terintegrasi standar ke dalam praktek-praktek instruksional
mereka pada tingkat standar yang berlaku untuk daerah mengajar mereka.

Toward greater focus and coherence

Mathematics experiences in early childhood settings should concentrate on (1) number (which
includes whole number, operations, and relations) and (2) geometry, spatial relations, and
measurement, with more mathematics learning time devoted to number than to other topics.
Mathematical process goals should be integrated in these content areas.

—Mathematics Learning in Early Childhood, National Research Council, 2009

The composite standards [of Hong Kong, Korea and Singapore] have a number of features that
can inform an international benchmarking process for the development of K–6 mathematics
standards in the U.S. First, the composite standards concentrate the early learning of
mathematics on the number, measurement, and geometry strands with less emphasis on data
analysis and little exposure to algebra. The Hong Kong standards for grades 1–3 devote
approximately half the targeted time to numbers and almost all the time remaining to geometry
and measurement.

— Ginsburg, Leinwand and Decker, 2009

Because the mathematics concepts in [U.S.] textbooks are often weak, the presentation becomes
more mechanical than is ideal. We looked at both traditional and non-traditional textbooks used
in the US and found this conceptual weakness in both.

— Ginsburg et al., 2005

There are many ways to organize curricula. The challenge, now rarely met, is to avoid those that
distort mathematics and turn off students.

— Steen, 2007

For over a decade, research studies of mathematics education in high-performing countries have
pointed to the conclusion that the mathematics curriculum in the United States must become
substantially more focused and coherent in order to improve mathematics achievement in this
country. To deliver on the promise of common standards, the standards must address the problem
of a curriculum that is “a mile wide and an inch deep.” These Standards are a substantial answer
to that challenge.

It is important to recognize that “fewer standards” are no substitute for focused standards.
Achieving “fewer standards” would be easy to do by resorting to broad, general statements.
Instead, these Standards aim for clarity and specificity.

Assessing the coherence of a set of standards is more difficult than assessing their focus. William
Schmidt and Richard Houang (2002) have said that content standards and curricula are coherent
if they are:
articulated over time as a sequence of topics and performances that are logical and reflect, where
appropriate, the sequential or hierarchical nature of the disciplinary content from which the subject
matter derives. That is, what and how students are taught should reflect not only the topics that fall
within a certain academic discipline, but also the key ideas that determine how knowledge is organized
and generated within that discipline. This implies that “to be coherent,” a set of content standards must
evolve from particulars (e.g., the meaning and operations of whole numbers, including simple math facts
and routine computational procedures associated with whole numbers and fractions) to deeper
structures inherent in the discipline. These deeper structures then serve as a means for connecting the
particulars (such as an understanding of the rational number system and its properties). (emphasis
added)

These Standards endeavor to follow such a design, not only by stressing conceptual
understanding of key ideas, but also by continually returning to organizing principles such as
place value or the laws of arithmetic to structure those ideas.

In addition, the “sequence of topics and performances” that is outlined in a body of mathematics
standards must also respect what is known about how students learn. As Confrey (2007) points
out, developing “sequenced obstacles and challenges for students…absent the insights about
meaning that derive from careful study of learning, would be unfortunate and unwise.” In
recognition of this, the development of these Standards began with research-based learning
progressions detailing what is known today about how students’ mathematical knowledge, skill,
and understanding develop over time.

Understanding mathematics

These Standards define what students should understand and be able to do in their study of
mathematics. Asking a student to understand something means asking a teacher to assess
whether the student has understood it. But what does mathematical understanding look like? One
hallmark of mathematical understanding is the ability to justify, in a way appropriate to the
student’s mathematical maturity, why a particular mathematical statement is true or where a
mathematical rule comes from. There is a world of difference between a student who can
summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can
explain where the mnemonic comes from. The student who can explain the rule understands the
mathematics, and may have a better chance to succeed at a less familiar task such as expanding
(a + b + c)(x + y). Mathematical understanding and procedural skill are equally important, and
both are assessable using mathematical tasks of sufficient richness.

The Standards set grade-specific standards but do not define the intervention methods or
materials necessary to support students who are well below or well above grade-level
expectations. It is also beyond the scope of the Standards to define the full range of supports
appropriate for English language learners and for students with special needs. At the same time,
all students must have the opportunity to learn and meet the same high standards if they are to
access the knowledge and skills necessary in their post-school lives. The Standards should be
read as allowing for the widest possible range of students to participate fully from the outset,
along with appropriate accommodations to ensure maximum participaton of students with special
education needs. For example, for students with disabilities reading should allow for use of
Braille, screen reader technology, or other assistive devices, while writing should include the use
of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening
should be interpreted broadly to include sign language. No set of grade-specific standards can
fully reflect the great variety in abilities, needs, learning rates, and achievement levels of
students in any given classroom. However, the Standards do provide clear signposts along the
way to the goal of college and career readiness for all students.

The Standards begin here with eight Standards for Mathematical Practice.

Menuju koherensi dan fokus yang lebih besar

Matematika pengalaman di usia dini pengaturan harus berkonsentrasi pada (1) nomor (yang
termasuk bilangan, operasi dan hubungan) dan (2) geometri, hubungan spasial dan pengukuran,
dengan lebih matematika belajar waktu yang dikhususkan untuk nomor daripada ke topik lain.
Tujuan proses matematika harus diintegrasikan dalam bidang konten ini.

-Matematika pembelajaran pada anak usia dini, Dewan riset nasional, 2009
Standar komposit [dari Hong Kong, Korea dan Singapura] memiliki sejumlah fitur yang dapat
menginformasikan proses pembandingan internasional untuk pengembangan standar matematika
K–6 di Amerika Serikat Pertama, standar komposit berkonsentrasi awal pembelajaran
Matematika pada untai nomor, pengukuran, dan geometri dengan kurang penekanan pada
analisis data dan sedikit paparan aljabar. Standar nilai 1–3 Hong Kong mencurahkan sekitar
setengah waktu ditargetkan untuk angka dan hampir semua waktu tersisa untuk geometri dan
pengukuran.

— Ginsburg, Leinwand dan Decker, 2009

Karena konsep-konsep matematika dalam buku [US] sering lemah, presentasi menjadi lebih
mekanis daripada yang ideal. Kami memandang buku tradisional maupun non-tradisional yang
digunakan di Amerika Serikat dan menemukan kelemahan ini konseptual di kedua.

— Ginsburg et al, 2005

Ada banyak cara untuk mengatur kurikulum. Tantangan, sekarang jarang bertemu, adalah untuk
menghindari orang-orang yang mengacaukan matematika dan mematikan siswa.

-Steen, 2007

Untuk lebih dari satu dekade, Penelitian studi pendidikan matematika di berkinerja tinggi negara
telah menunjuk ke kesimpulan bahwa kurikulum matematika di Amerika Serikat harus menjadi
secara substansial lebih fokus dan koheren untuk meningkatkan prestasi matematika di negara
ini. Untuk memenuhi janji yang umum standar, standar harus mengatasi masalah kurikulum yang
"mil lebar dan inci yang mendalam." Standar ini adalah jawaban yang substansial untuk
tantangan.

Hal ini penting untuk mengakui bahwa "lebih sedikit standar" tidak ada pengganti untuk fokus
standar. Mencapai "lebih sedikit standar" akan mudah dilakukan dengan beralih ke pernyataan
yang luas, umum. Sebaliknya, standar ini bertujuan untuk kejelasan dan kekhususan.
Menilai koherensi seperangkat standar ini lebih sulit daripada menilai fokus mereka. William
Schmidt dan Richard Houang (2002) mengatakan bahwa standar isi dan kurikulum yang koheren
jika mereka:

diartikulasikan dari waktu ke waktu sebagai urutan topik dan pertunjukan yang logis dan
mencerminkan, apabila tepat, sifat berurutan atau hirarkis konten disiplin yang pokok berasal. Itu
adalah, apa dan bagaimana siswa diajarkan harus mencerminkan tidak hanya topik yang jatuh
dalam disiplin akademis tertentu, tetapi juga ide-ide utama yang menentukan bagaimana
pengetahuan terorganisir dan dihasilkan dalam disiplin. Ini berarti bahwa "untuk menjadi
koheren," seperangkat standar isi harus berevolusi dari khusus (misalnya, makna dan operasi
bilangan bulat, termasuk fakta matematika sederhana dan rutin prosedur perhitungan yang terkait
dengan bilangan bulat dan pecahan) untuk lebih dalam struktur melekat dalam disiplin. Struktur
ini lebih kemudian melayani sebagai sarana untuk menghubungkan khusus (seperti pemahaman
tentang sistem bilangan dan sifat). (penekanan ditambahkan)

Standar ini berusaha untuk mengikuti sebuah desain, tidak hanya oleh menekankan pemahaman
konseptual ide-ide kunci, tetapi juga oleh terus-menerus kembali ke prinsip-prinsip
pengorganisasian seperti menempatkan nilai atau undang-undang aritmatika struktur ide-ide
tersebut.

Selain itu, "urutan topik dan pertunjukan" yang digariskan dalam tubuh standar matematika juga
harus menghormati apa yang diketahui tentang bagaimana siswa siswi belajar. Sebagai Confrey
(2007) poin keluar, mengembangkan "sequencing rintangan dan tantangan bagi siswa... absen
wawasan tentang makna yang berasal dari studi yang cermat belajar, akan menguntungkan dan
bijaksana." On-line, pengembangan standar ini dimulai dengan pembelajaran berbasis penelitian
progresi merinci apa yang dikenal hari ini tentang bagaimana matematika pengetahuan,
keterampilan dan pemahaman siswa mengembangkan dari waktu ke waktu.
Pemahaman matematika
Standar ini menentukan apa yang siswa harus mengerti dan dapat melakukan dalam studi mereka
matematika. Meminta siswa untuk memahami sesuatu yang berarti meminta seorang guru untuk
menilai apakah siswa telah memahaminya. Tapi apa pemahaman matematika terlihat seperti?
Satu ciri dari pemahaman matematika adalah kemampuan untuk membenarkan, dalam cara yang
tepat untuk siswa matematika kedewasaan, mengapa pernyataan matematika tertentu benar atau
di mana aturan matematika berasal dari. Ada perbedaan antara seorang mahasiswa yang bisa
memanggil perangkat Warnar untuk memperluas produk seperti dunia (+ b)(x + y) dan seorang
mahasiswa yang dapat menjelaskan mana jembatan keledai berasal dari. Mahasiswa yang dapat
menjelaskan aturan mengerti matematika, dan mungkin memiliki kesempatan yang lebih baik
untuk berhasil di kurang akrab

Character Education
Overview

Character education encompasses all aspects of

the influence that families, schools, and other
social institutions have on the positive character
development of children and adults. It is a
learning process that enables students and adults
in a school community to understand, care about
and act on core ethical values such as respect,
justice, civic virtue and citizenship, and responsibility for self and others. Upon such core values,
we form the attitudes and actions that are the hallmark of safe, healthy and informed
communities that serve as the foundation of our society.

Pendidikan karakter
Ikhtisar
Pendidikan karakter mencakup semua aspek dari pengaruh keluarga, sekolah dan institusi sosial
lainnya memiliki pada pengembangan karakter positif anak-anak dan orang dewasa. Ini adalah
proses pembelajaran yang memungkinkan mahasiswa dan orang dewasa dalam masyarakat
sekolah untuk memahami, peduli dan bertindak berdasarkan nilai-nilai etis inti seperti rasa
hormat, keadilan, kewarganegaraan kebajikan dan Kewarganegaraan, dan tanggung jawab untuk
diri sendiri dan orang lain. Berdasarkan nilai-nilai inti tersebut, kita membentuk sikap dan
tindakan yang merupakan ciri khas masyarakat yang aman, sehat dan informasi yang berfungsi
sebagai dasar dari masyarakat kita.

The vision and mission of the Arizona Department of Education Character Education Program is to
inspire and support educators, parents, and community members to touch the lives of youth by instilling
in them the traits of positive character.

Visi dan misi dari Arizona Department of Education Program pendidikan karakter adalah untuk
memberi inspirasi dan dukungan pendidik, orang tua, dan anggota masyarakat untuk menyentuh
kehidupan pemuda dengan menanamkan di dalamnya ciri-ciri karakter positif.

Mathematics » Mathematics » Standards for

Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in mathematics education. The first
of these are the NCTM process standards of problem solving, reasoning and proof,
communication, representation, and connections. The second are the strands of mathematical
proficiency specified in the National Research Council’s report Adding It Up: adaptive
reasoning, strategic competence, conceptual understanding (comprehension of mathematical
concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly,
accurately, efficiently and appropriately), and productive disposition (habitual inclination to see
mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s
own efficacy).

Standards in this domain:

 CCSS.Math.Practice.MP1
 CCSS.Math.Practice.MP2
 CCSS.Math.Practice.MP3
 CCSS.Math.Practice.MP4
 CCSS.Math.Practice.MP5
 CCSS.Math.Practice.MP6
 CCSS.Math.Practice.MP7
 CCSS.Math.Practice.MP8

1. CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a

problem and looking for entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and meaning of the
solution and plan a solution pathway rather than simply jumping into a solution attempt.
They consider analogous problems, and try special cases and simpler forms of the
original problem in order to gain insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students might, depending on the context
of the problem, transform algebraic expressions or change the viewing window on their
graphing calculator to get the information they need. Mathematically proficient students
can explain correspondences between equations, verbal descriptions, tables, and graphs
or draw diagrams of important features and relationships, graph data, and search for
regularity or trends. Younger students might rely on using concrete objects or pictures to
help conceptualize and solve a problem. Mathematically proficient students check their
answers to problems using a different method, and they continually ask themselves,
“Does this make sense?” They can understand the approaches of others to solving
complex problems and identify correspondences between different approaches.
2. CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in

problem situations. They bring two complementary abilities to bear on problems
involving quantitative relationships: the ability to decontextualize—to abstract a given
situation and represent it symbolically and manipulate the representing symbols as if they
have a life of their own, without necessarily attending to their referents—and the ability
to contextualize, to pause as needed during the manipulation process in order to probe
into the referents for the symbols involved. Quantitative reasoning entails habits of
creating a coherent representation of the problem at hand; considering the units involved;
attending to the meaning of quantities, not just how to compute them; and knowing and
flexibly using different properties of operations and objects.

3. CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions,

and previously established results in constructing arguments. They make conjectures and
build a logical progression of statements to explore the truth of their conjectures. They
are able to analyze situations by breaking them into cases, and can recognize and use
counterexamples. They justify their conclusions, communicate them to others, and
respond to the arguments of others. They reason inductively about data, making plausible
arguments that take into account the context from which the data arose. Mathematically
proficient students are also able to compare the effectiveness of two plausible arguments,
distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in
an argument—explain what it is. Elementary students can construct arguments using
concrete referents such as objects, drawings, diagrams, and actions. Such arguments can
make sense and be correct, even though they are not generalized or made formal until
later grades. Later, students learn to determine domains to which an argument applies.
Students at all grades can listen or read the arguments of others, decide whether they
make sense, and ask useful questions to clarify or improve the arguments.

4. CCSS.Math.Practice.MP4 Model with mathematics.

 Mathematically proficient students can apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace. In early grades, this might
be as simple as writing an addition equation to describe a situation. In middle grades, a
student might apply proportional reasoning to plan a school event or analyze a problem in
the community. By high school, a student might use geometry to solve a design problem
or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable
making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later. They are able to identify important quantities in a
practical situation and map their relationships using such tools as diagrams, two-way
tables, graphs, flowcharts and formulas. They can analyze those relationships
mathematically to draw conclusions. They routinely interpret their mathematical results
in the context of the situation and reflect on whether the results make sense, possibly
improving the model if it has not served its purpose.

5. CCSS.Math.Practice.MP5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a

mathematical problem. These tools might include pencil and paper, concrete models, a
ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical
package, or dynamic geometry software. Proficient students are sufficiently familiar with
tools appropriate for their grade or course to make sound decisions about when each of
these tools might be helpful, recognizing both the insight to be gained and their
limitations. For example, mathematically proficient high school students analyze graphs
of functions and solutions generated using a graphing calculator. They detect possible
errors by strategically using estimation and other mathematical knowledge. When making
mathematical models, they know that technology can enable them to visualize the results
of varying assumptions, explore consequences, and compare predictions with data.
Mathematically proficient students at various grade levels are able to identify relevant
external mathematical resources, such as digital content located on a website, and use
them to pose or solve problems. They are able to use technological tools to explore and
deepen their understanding of concepts.
6. CCSS.Math.Practice.MP6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to

use clear definitions in discussion with others and in their own reasoning. They state the
meaning of the symbols they choose, including using the equal sign consistently and
appropriately. They are careful about specifying units of measure, and labeling axes to
clarify the correspondence with quantities in a problem. They calculate accurately and
efficiently, express numerical answers with a degree of precision appropriate for the
problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school they have learned to
examine claims and make explicit use of definitions.

7. CCSS.Math.Practice.MP7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young

students, for example, might notice that three and seven more is the same amount as
seven and three more, or they may sort a collection of shapes according to how many
sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7
× 3, in preparation for learning about the distributive property. In the expression x2 + 9x +
14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the
significance of an existing line in a geometric figure and can use the strategy of drawing
an auxiliary line for solving problems. They also can step back for an overview and shift
perspective. They can see complicated things, such as some algebraic expressions, as
single objects or as being composed of several objects. For example, they can see 5 – 3(x
– y)2 as 5 minus a positive number times a square and use that to realize that its value
cannot be more than 5 for any real numbers x and y.

8. CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for
general methods and for shortcuts. Upper elementary students might notice when
dividing 25 by 11 that they are repeating the same calculations over and over again, and
conclude they have a repeating decimal. By paying attention to the calculation of slope as
they repeatedly check whether points are on the line through (1, 2) with slope 3, middle
school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in
the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 +
x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As
they work to solve a problem, mathematically proficient students maintain oversight of
the process, while attending to the details. They continually evaluate the reasonableness
of their intermediate results.

Connecting the Standards for Mathematical Practice to the Standards for

Mathematical Content

The Standards for Mathematical Practice describe ways in which developing student
practitioners of the discipline of mathematics increasingly ought to engage with the
subject matter as they grow in mathematical maturity and expertise throughout the
elementary, middle and high school years. Designers of curricula, assessments, and
professional development should all attend to the need to connect the mathematical
practices to mathematical content in mathematics instruction.

The Standards for Mathematical Content are a balanced combination of procedure and
understanding. Expectations that begin with the word “understand” are often especially
good opportunities to connect the practices to the content. Students who lack
understanding of a topic may rely on procedures too heavily. Without a flexible base
from which to work, they may be less likely to consider analogous problems, represent
problems coherently, justify conclusions, apply the mathematics to practical situations,
use technology mindfully to work with the mathematics, explain the mathematics
accurately to other students, step back for an overview, or deviate from a known
procedure to find a shortcut. In short, a lack of understanding effectively prevents a
student from engaging in the mathematical practices.

In this respect, those content standards which set an expectation of understanding are
potential “points of intersection” between the Standards for Mathematical Content and
the Standards for Mathematical Practice. These points of intersection are intended to be
 weighted toward central and generative concepts in the school mathematics curriculum
that most merit the time, resources, innovative energies, and focus necessary to
qualitatively improve the curriculum, instruction, assessment, professional development,
and student achievement in mathematics.

Mathematics » Mathematics » Standards for

Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in mathematics education. The first
of these are the NCTM process standards of problem solving, reasoning and proof,
communication, representation, and connections. The second are the strands of mathematical
proficiency specified in the National Research Council’s report Adding It Up: adaptive
reasoning, strategic competence, conceptual understanding (comprehension of mathematical
concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly,
accurately, efficiently and appropriately), and productive disposition (habitual inclination to see
mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s
own efficacy).

Standards in this domain:

 CCSS.Math.Practice.MP1
 CCSS.Math.Practice.MP2
 CCSS.Math.Practice.MP3
 CCSS.Math.Practice.MP4
 CCSS.Math.Practice.MP5
 CCSS.Math.Practice.MP6
 CCSS.Math.Practice.MP7
 CCSS.Math.Practice.MP8
1. CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a

problem and looking for entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and meaning of the
solution and plan a solution pathway rather than simply jumping into a solution attempt.
They consider analogous problems, and try special cases and simpler forms of the
original problem in order to gain insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students might, depending on the context
of the problem, transform algebraic expressions or change the viewing window on their
graphing calculator to get the information they need. Mathematically proficient students
can explain correspondences between equations, verbal descriptions, tables, and graphs
or draw diagrams of important features and relationships, graph data, and search for
regularity or trends. Younger students might rely on using concrete objects or pictures to
help conceptualize and solve a problem. Mathematically proficient students check their
answers to problems using a different method, and they continually ask themselves,
“Does this make sense?” They can understand the approaches of others to solving
complex problems and identify correspondences between different approaches.

2. CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in

problem situations. They bring two complementary abilities to bear on problems
involving quantitative relationships: the ability to decontextualize—to abstract a given
situation and represent it symbolically and manipulate the representing symbols as if they
have a life of their own, without necessarily attending to their referents—and the ability
to contextualize, to pause as needed during the manipulation process in order to probe
into the referents for the symbols involved. Quantitative reasoning entails habits of
creating a coherent representation of the problem at hand; considering the units involved;
attending to the meaning of quantities, not just how to compute them; and knowing and
flexibly using different properties of operations and objects.

3. CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.

 Mathematically proficient students understand and use stated assumptions, definitions,
and previously established results in constructing arguments. They make conjectures and
build a logical progression of statements to explore the truth of their conjectures. They
are able to analyze situations by breaking them into cases, and can recognize and use
counterexamples. They justify their conclusions, communicate them to others, and
respond to the arguments of others. They reason inductively about data, making plausible
arguments that take into account the context from which the data arose. Mathematically
proficient students are also able to compare the effectiveness of two plausible arguments,
distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in
an argument—explain what it is. Elementary students can construct arguments using
concrete referents such as objects, drawings, diagrams, and actions. Such arguments can
make sense and be correct, even though they are not generalized or made formal until
later grades. Later, students learn to determine domains to which an argument applies.
Students at all grades can listen or read the arguments of others, decide whether they
make sense, and ask useful questions to clarify or improve the arguments.

4. CCSS.Math.Practice.MP4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace. In early grades, this might
be as simple as writing an addition equation to describe a situation. In middle grades, a
student might apply proportional reasoning to plan a school event or analyze a problem in
the community. By high school, a student might use geometry to solve a design problem
or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable
making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later. They are able to identify important quantities in a
practical situation and map their relationships using such tools as diagrams, two-way
tables, graphs, flowcharts and formulas. They can analyze those relationships
mathematically to draw conclusions. They routinely interpret their mathematical results
in the context of the situation and reflect on whether the results make sense, possibly
improving the model if it has not served its purpose.
5. CCSS.Math.Practice.MP5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a

mathematical problem. These tools might include pencil and paper, concrete models, a
ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical
package, or dynamic geometry software. Proficient students are sufficiently familiar with
tools appropriate for their grade or course to make sound decisions about when each of
these tools might be helpful, recognizing both the insight to be gained and their
limitations. For example, mathematically proficient high school students analyze graphs
of functions and solutions generated using a graphing calculator. They detect possible
errors by strategically using estimation and other mathematical knowledge. When making
mathematical models, they know that technology can enable them to visualize the results
of varying assumptions, explore consequences, and compare predictions with data.
Mathematically proficient students at various grade levels are able to identify relevant
external mathematical resources, such as digital content located on a website, and use
them to pose or solve problems. They are able to use technological tools to explore and
deepen their understanding of concepts.

6. CCSS.Math.Practice.MP6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to

use clear definitions in discussion with others and in their own reasoning. They state the
meaning of the symbols they choose, including using the equal sign consistently and
appropriately. They are careful about specifying units of measure, and labeling axes to
clarify the correspondence with quantities in a problem. They calculate accurately and
efficiently, express numerical answers with a degree of precision appropriate for the
problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school they have learned to
examine claims and make explicit use of definitions.

7. CCSS.Math.Practice.MP7 Look for and make use of structure.

 Mathematically proficient students look closely to discern a pattern or structure. Young
students, for example, might notice that three and seven more is the same amount as
seven and three more, or they may sort a collection of shapes according to how many
sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7
× 3, in preparation for learning about the distributive property. In the expression x2 + 9x +
14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the
significance of an existing line in a geometric figure and can use the strategy of drawing
an auxiliary line for solving problems. They also can step back for an overview and shift
perspective. They can see complicated things, such as some algebraic expressions, as
single objects or as being composed of several objects. For example, they can see 5 – 3(x
– y)2 as 5 minus a positive number times a square and use that to realize that its value
cannot be more than 5 for any real numbers x and y.

8. CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for
general methods and for shortcuts. Upper elementary students might notice when
dividing 25 by 11 that they are repeating the same calculations over and over again, and
conclude they have a repeating decimal. By paying attention to the calculation of slope as
they repeatedly check whether points are on the line through (1, 2) with slope 3, middle
school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in
the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 +
x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As
they work to solve a problem, mathematically proficient students maintain oversight of
the process, while attending to the details. They continually evaluate the reasonableness
of their intermediate results.

Connecting the Standards for Mathematical Practice to the Standards for

Mathematical Content

The Standards for Mathematical Practice describe ways in which developing student
practitioners of the discipline of mathematics increasingly ought to engage with the
 subject matter as they grow in mathematical maturity and expertise throughout the
elementary, middle and high school years. Designers of curricula, assessments, and
professional development should all attend to the need to connect the mathematical
practices to mathematical content in mathematics instruction.

The Standards for Mathematical Content are a balanced combination of procedure and
understanding. Expectations that begin with the word “understand” are often especially
good opportunities to connect the practices to the content. Students who lack
understanding of a topic may rely on procedures too heavily. Without a flexible base
from which to work, they may be less likely to consider analogous problems, represent
problems coherently, justify conclusions, apply the mathematics to practical situations,
use technology mindfully to work with the mathematics, explain the mathematics
accurately to other students, step back for an overview, or deviate from a known
procedure to find a shortcut. In short, a lack of understanding effectively prevents a
student from engaging in the mathematical practices.

In this respect, those content standards which set an expectation of understanding are
potential “points of intersection” between the Standards for Mathematical Content and
the Standards for Mathematical Practice. These points of intersection are intended to be
weighted toward central and generative concepts in the school mathematics curriculum
that most merit the time, resources, innovative energies, and focus necessary to
qualitatively improve the curriculum, instruction, assessment, professional development,
and student achievement in mathematics.

Matematika Matematika»» standar untuk latihan matematika

Standar matematika praktek menggambarkan jenis keahlian yang matematika pendidik di semua
tingkatan harus berusaha untuk mengembangkan siswa mereka. Praktik ini istirahat pada penting
"proses dan menguasai" dengan kepentingan jangka panjang di pendidikan matematika. Yang
pertama adalah NCTM standar proses pemecahan masalah, penalaran dan bukti, komunikasi,
representasi dan koneksi. Yang kedua adalah helai kemampuan matematika yang ditentukan
dalam laporan Dewan riset Nasional menambahkan itu: adaptif penalaran, kompetensi strategis,
pemahaman konseptual (pemahaman konsep-konsep matematika, operasi dan hubungan),
prosedural kefasihan (keterampilan dalam melaksanakan prosedur fleksibel, akurat, efisien dan
tepat), dan disposisi produktif (kebiasaan kecenderungan untuk melihat matematika sebagai
bijaksana, berguna dan berharga, ditambah dengan sebuah keyakinan dalam ketekunan dan
kemanjuran sendiri).
Standar dalam domain ini:

CCSS.Math.Practice.MP1
CCSS.Math.Practice.MP2
CCSS.Math.Practice.MP3
CCSS.Math.Practice.MP4
CCSS.Math.Practice.MP5
CCSS.Math.Practice.MP6
CCSS.Math.Practice.MP7
CCSS.Math.Practice.MP8

CCSS.Math.Practice.MP1 masuk akal masalah dan bertekun dalam memecahkan mereka.

Matematis mahir siswa mulai dengan menjelaskan sendiri makna dari masalah dan mencari
catatan menunjuk ke solusi. Mereka menganalisis givens, kendala, hubungan, dan tujuan.
Mereka membuat dugaan tentang bentuk dan berarti solusi dan rencana jalur solusi daripada
hanya melompat ke dalam mencoba solusi. Mereka mempertimbangkan masalah analog, dan
mencoba kasus-kasus khusus dan bentuk-bentuk sederhana dari masalah asli untuk mendapatkan
wawasan solusinya. Mereka memantau dan mengevaluasi kemajuan mereka dan mengubah arah
jika diperlukan. Siswa yang lebih tua mungkin, tergantung pada konteks masalah, mengubah
ekspresi aljabar atau mengubah melihat jendela Calculator grafik mereka untuk mendapatkan
informasi yang mereka butuhkan. Matematis mahir siswa dapat menjelaskan hubungan antara
persamaan, Deskripsi verbal, tabel dan grafik atau menggambar diagram fitur penting dan
hubungan, grafik data dan mencari keteraturan atau tren. Siswa yang lebih muda mungkin
mengandalkan menggunakan beton objek atau gambar untuk membantu konsep dan
memecahkan masalah. Siswa secara matematis mahir memeriksa jawaban mereka masalah
menggunakan metode yang berbeda, dan mereka terus-menerus bertanya pada diri sendiri,
"Apakah ini masuk akal?" Mereka dapat memahami pendekatan lain untuk memecahkan
masalah-masalah yang kompleks dan mengidentifikasi hubungan antara pendekatan yang
berbeda.
CCSS.Math.Practice.MP2 alasan secara abstrak dan kuantitatif.

Siswa secara matematis mahir membuat rasa jumlah dan hubungan mereka dalam masalah
situasi. Mereka membawa dua pelengkap kemampuan untuk menanggung pada masalah-masalah
yang melibatkan hubungan kuantitatif: kemampuan untuk decontextualize-abstrak situasi tertentu
dan mewakili simbolis dan memanipulasi simbol-simbol yang mewakili seolah-olah mereka
memiliki kehidupan mereka sendiri, tanpa perlu menghadiri untuk referents mereka — dan
kemampuan untuk menyesuaikan, untuk jeda yang diperlukan selama proses manipulasi untuk
menggali referents untuk simbol terlibat. Penalaran kuantitatif memerlukan kebiasaan
menciptakan representasi yang koheren dari masalah yang dihadapi; mengingat unit terlibat;
menghadiri makna jumlah, tidak hanya bagaimana untuk menghitung mereka; dan mengetahui
dan fleksibel menggunakan sifat yang berbeda dari operasi dan objek.
CCSS.Math.Practice.MP3 membangun argumen-argumen yang layak dan kritik alasan orang
lain.
MP3
Matematis mahir siswa memahami dan menggunakan asumsi-asumsi yang dinyatakan, definisi,
dan hasil yang ditetapkan sebelumnya dalam membangun argumen. Mereka membuat dugaan
dan membangun kemajuan yang logis pernyataan untuk mengeksplorasi kebenaran dugaan
mereka. Mereka bisa menganalisa situasi dengan melanggar mereka ke kasus, dan dapat
mengenali dan menggunakan counterexamples. Mereka membenarkan kesimpulan mereka,
berkomunikasi mereka kepada orang lain, dan menanggapi argumen lain. Mereka alasan induktif
tentang data, membuat argumen yang masuk akal yang membawa ke dalam rekening konteks
yang data muncul. Matematis mahir siswa juga dapat membandingkan efektivitas dua argumen
yang masuk akal, membedakan benar logika atau pemikiran dari apa yang Cacat, dan -jika ada
cacat dalam sebuah argumen — menjelaskan apa itu. Siswa SD dapat membangun argumen yang
menggunakan beton referents seperti objek, gambar-gambar, diagram, dan tindakan. Argumen
tersebut dapat masuk akal dan menjadi benar, meskipun mereka tidak generalized atau dibuat
formal sampai kemudian nilai. Kemudian, siswa belajar untuk menentukan domain mana
argumen berlaku. Siswa di semua kelas dapat mendengarkan atau membaca argumen lain,
memutuskan apakah mereka masuk akal, dan mengajukan pertanyaan-pertanyaan yang berguna
untuk memperjelas atau impro
MP4
Matematis mahir mahasiswa dapat menerapkan matematika mereka tahu untuk
memecahkan masalah yang timbul dalam kehidupan sehari-hari, masyarakat, dan tempat kerja.
Di kelas awal, ini mungkin yang sederhana seperti menulis sebuah persamaan tambahan untuk
menggambarkan situasi. Di tingkat menengah, seorang mahasiswa mungkin berlaku proporsional
penalaran untuk merencanakan acara sekolah atau menganalisis masalah dalam masyarakat. Oleh
SMA, mahasiswa mungkin menggunakan geometri untuk memecahkan masalah desain atau
menggunakan fungsi untuk menggambarkan bagaimana satu jumlah bunga tergantung pada yang
lain. Siswa secara matematis mahir yang dapat menerapkan apa yang mereka tahu nyaman
membuat asumsi dan pendekatan untuk menyederhanakan situasi yang rumit, menyadari bahwa
ini mungkin perlu revisi kemudian. Mereka mampu mengidentifikasi jumlah yang penting dalam
situasi yang praktis dan peta hubungan mereka menggunakan alat tersebut sebagai diagram, tabel
dua arah, grafik, diagram alur dan formula. Mereka dapat menganalisis hubungan matematis
untuk menarik kesimpulan. Mereka secara rutin menafsirkan hasil mereka matematika dalam
konteks situasi dan merenungkan Apakah hasil akal, mungkin meningkatkan model jika itu telah
tidak melayani tujuan.

MP 5

Matematis mahir siswa mempertimbangkan alat yang tersedia ketika pemecahan masalah
matematika. Alat-alat ini mungkin termasuk pensil dan kertas, model beton, penggaris, busur
derajat, kalkulator, spreadsheet, aljabar sistem komputer, statistik paket, atau perangkat lunak
dinamis geometri. Siswa mahir cukup akrab dengan alat-alat yang sesuai untuk kelas atau
lapangan untuk membuat keputusan suara tentang ketika masing-masing alat-alat ini mungkin
berguna, mereka mengakui wawasan yang diperoleh dan keterbatasan mereka. Sebagai contoh,
siswa SMA matematis mahir menganalisis grafik dari fungsi dan solusi yang dihasilkan
menggunakan graphing calculator. Mereka mendeteksi kemungkinan kesalahan strategis
menggunakan estimasi dan pengetahuan matematika lainnya. Ketika membuat model-model
matematik, mereka tahu bahwa teknologi dapat memungkinkan mereka untuk memvisualisasikan
hasil berbagai asumsi, menjelajahi konsekuensi, dan membandingkan prediksi dengan data.
Matematis mahir siswa di berbagai tingkatan kelas dapat mengidentifikasi sumber matematika
eksternal yang relevan, seperti konten digital yang terletak di sebuah situs web, dan
menggunakannya untuk menimbulkan atau memecahkan masalah. Mereka juga dapat
menggunakan alat-alat teknologi untuk mengeksplorasi dan memperdalam pemahaman mereka
tentang konsep.

MP 6

1. Penataan materi
Ditinjau dari segi penataan materi, dalam kurikulum di Indonesia penataan materi
dalam pembelajaran matematika antara lain:
a. Mulai dari pengamatan permasalahan konkret, kemudian ke semi konkret, dan
akhirnya abstraksi permasalahan
b. Rumus diturunkan oleh siswa dan permasalahan yang diajukan harus dapat
dikerjakan siswa hanya dengan rumus-rumus dan pengertian dasar (tidak hanya
bisa mnggunakan tetapi juga memahami asal-usulnya)
c. Perimbangan antara matematika dengan angka dan tanpa angka (gambar, grafik,
pola, dan sebagainya )
d. Dirancang supaya siswa harus berfikir kritis untuk menyelesaikan permasalahan
yang diajukan
e. Membiasakan siswa berfikir algoritmis
f. Memperluas materi mencakup peluang, pengolahan data, dan statistik sejak kelas
VII serta materi lain sesuai dengan standar internasional
g. Mengenalkan konsep pendekatan dan perkiraan
Sedangkan dalam kurikulum di negara Arizona, penataan materi dalam
pembelajaran matematika antara lain:
a. Membiasakan siswa menggunakan penalaran kuantitatif
b. Permasalahan yang diajukan harus dikerjakan dengan menggunakan definisi atau
hasil sebelumnya
c. Menggunakan materi untuk menyelesaikan masalah yang berkaitan dengan sehari
– hari.
d. Menggunakan alat – alat yang sesuai dalam pemecahan masalah dalam
matematika.

Dari penataan materi kedua negara tersebut, dapat disimpulkan bahwa antara
penataan materi matematika kurikulum negara Indonesia lebih mengarahkan pada
siswa agar bersikap kritis dan algoritmis dalam menyelesaikan masalah, sedangkan
dalam penataan materi matematika di negara Arizona lebih mengarah kepada
penalaran siswa dan memberikan argument dalam menyelesaikan masalah