NEW JERSEY'S MATHEMATICS STANDARDS
The Mathematics Standards consist of eighteen statements
which describe what is essential to excellent mathematics education
and presents a view of mathematics teaching and learning that
integrates the processes of mathematical activity, the content of the
mathematics, and the learning environment in the classroom. The
following sixteen standards were adopted by the New Jersey State Board
- All students will develop the ability to pose and solve
mathematical problems in mathematics, other disciplines, and everyday
- All students will communicate mathematically through written,
oral, symbolic, and visual forms of expression.
- All students will connect mathematics to other learning by
understanding the interrelationships of mathematical ideas and the
roles that mathematics and mathematical modeling play in other
disciplines and in life.
- All students will develop reasoning ability and will become
self-reliant, independent mathematical thinkers.
- All students will regularly and routinely use calculators,
computers, manipulatives, and other mathematical tools to enhance
mathematical thinking, understanding, and power.
- All students will develop number sense and an ability to
represent numbers in a variety of forms and use numbers in diverse
- All students will develop spatial sense and an ability to use
geometric properties and relationships to solve problems in
mathematics and in everyday life.
- All students will understand, select, and apply various methods
of performing numerical operations.
- All students will develop an understanding of and will use
measurement to describe and analyze phenomena.
- All students will use a variety of estimation strategies and
recognize situations in which estimation is appropriate.
- All students will develop an understanding of patterns,
relationships, and functions and will use them to represent and
explain realworld phenomena.
- All students will develop an understanding of statistics and
probability and will use them to describe sets of data, model
situations, and support appropriate inferences and arguments.
- All students will develop an understanding of algebraic
concepts and processes and will use them to represent and analyze
relationships among variable quantities and to solve problems.
- All students will apply the concepts and methods of discrete
mathematics to model and explore a variety of practical situations.
- All students will develop an understanding of the conceptual
building blocks of calculus and will use them to model and analyze
- All students will demonstrate high levels of mathematical
thought through experiences which extend beyond traditional
computation, algebra, and geometry.
In addition, the New Jersey State Department of Education's
Core Curriculum Content Standards includes, in its Introduction
to the Mathematics Standards, the following two "learning
- All students' mathematical learning will embody the
concepts that engagement in mathematics is essential, and that
decision-making, risk-taking, cooperative work, perseverance,
self-assessment, and self-confidence are frequently keys to
- All students will be evaluated by using a diversity of
assessment tools and strategies, to provide multiple indicators of the
quality of every student's mathematical learning and of overall
Descriptive Statements and Cumulative Progress Indicators
Accompanying each of the Mathematics Standards is a
"descriptive statement" and "cumulative progress
indicators," which together provide a brief elaboration of the
standard. The descriptive statement expands the simple statement of
the standard into a paragraph which outlines the meaning and
significance of the standard. The cumulative progress indicators
describe what students who are working to achieve the standard should
understand and be able to do at each of grades 4, 8, and 12. These
materials begin on page 15.
Following the descriptive statements and cumulative progress
indicators are a series of short vignettes which suggest how the
standards can be effectively integrated in classroom settings. The
vignettes are intended to make the standards user-friendly; they serve
as examples, as illustrations, of how individual educators can
incorporate the standards into their classroom instruction.