Academic Support for Mathematics
The mathematics program for Greenville County reflects the SC College- and Career Ready Standards for Mathematics. It provides a well-balanced and rigorous mathematics curriculum for all students. Students have opportunities to become proficient in basic skills, develop conceptual understanding and become adept problem solvers. The seven standards for mathematical processes are consistent in grades K-12. These process standards are combined with content standards at each grade that endeavor to balance procedure and understanding.
South Carolina College-and Career- Ready Mathematical Process Standards
A mathematically literate student can:
1. Make sense of problems and persevere in solving them.
a. Relate a problem to prior knowledge.
b. Recognize there may be multiple entry points to a problem and more than one path to a solution.
c. Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial attempt to solve a problem.
d. Evaluate the success of an approach to solve a problem and refine it if necessary.
2. Reason both contextually and abstractly.
a. Make sense of quantities and their relationships in mathematical and real-world situations.
b. Describe a given situation using multiple mathematical representations.
c. Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation.
d. Connect the meaning of mathematical operations to the context of a given situation.
3. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others.
a. Construct and justify a solution to a problem.
b. Compare and discuss the validity of various reasoning strategies.
c. Make conjectures and explore their validity.
d. Reflect on and provide thoughtful responses to the reasoning of others.
4. Connect mathematical ideas and real-world situations through modeling.
a. Identify relevant quantities and develop a model to describe their relationships.
b. Interpret mathematical models in the context of the situation.
c. Make assumptions and estimates to simplify complicated situations.
d. Evaluate the reasonableness of a model and refine if necessary.
5. Use a variety of mathematical tools effectively and strategically.
a. Select and use appropriate tools when solving a mathematical problem.
b. Use technological tools and other external mathematical resources to explore and deepen understanding of concepts.
6. Communicate mathematically and approach mathematical situations with precision.
a. Express numerical answers with the degree of precision appropriate for the context of a situation.
b. Represent numbers in an appropriate form according to the context of the situation.
c. Use appropriate and precise mathematical language.
d. Use appropriate units, scales, and labels.
7. Identify and utilize structure and patterns.
a. Recognize complex mathematical objects as being composed of more than one simple object.
b. Recognize mathematical repetition in order to make generalizations.
c. Look for structures to interpret meaning and develop solution strategies.
Elementary mathematics standards reflect research-based learning progressions detailing what is known today about how children’s mathematical knowledge, skill, and understanding develop over time. The focus in mathematics instruction has shifted from teaching arithmetic to teaching students how to think mathematically. Throughout the elementary years, children develop an understanding of mathematical concepts including number and operations, geometry, and measurement as well as procedural fluency and a productive disposition for learning mathematics. Students engage in the mathematics they are learning in a meaningful way as they apply concepts and procedures to real-world problem solving.
Secondary mathematics standards develop understanding of the number system, ratios and proportional relationships, expressions and equations, functions, algebra, geometry, and statistics and probability. Students apply their understanding of these concepts to solve problems and communicate about mathematics in their world.
Valerie Muller, Secondary Mathematics Academic Specialist
864-355-3189 | Email: email@example.com
Cathy Hale, Elementary Mathematics Academic Specialist
864-355-8880 | firstname.lastname@example.org