Frequently Asked Questions
Pre-K - 8
Where can I find guidance on scope and sequence for mathematics instruction?
The New York State Education Department (NYSED) has issued a series of core curricula, which provide an additional level of specificity to the New York State (NYS) Learning Standards. In the Mathematics Core Curriculum (Revised 2005), the performance indicators define what students should know and be able to do by specific grade levels, PreK-8 and commencement level, as a result of skilled instruction. The local school district has the right and responsibility to design a curriculum that will enable its students to achieve the NYS Learning Standards.
Does the state have a list of recommended textbooks?
New York is a non-endorsing state. Local educators are empowered to select textbooks, identify products, and use a rich array of instructional strategies and activities to meet student needs.
How can I find help in understanding the performance indicators?
The NYSED Virtual Learning System provides sample tasks and learning experiences aligned to the performance indicators.
Where can I find additional information when planning mathematics instruction?
The NYS Mathematics Toolkit provides curriculum resources and guidance materials such as a glossary and list of mathematical language by grade level, instructional recommendations, and a listing of Pre-March and Post-March Performance Indicators.
What are Pre-March/Post-March Performance Indicators?
Performance indicators are listed as Pre-March or Post-March to indicate which performance indicators students may be tested on.
In order to ensure the return of assessment results by the end of the school year, the New York State English Language Arts Grade 3-8 Tests are given in January, the New York State Mathematics Grades 3-8 Tests are given in March, and local year-end assessments are given in June. Each question on the New York State Mathematics Grades 3-8 Test is aligned only to a Pre-March performance indicator for the student’s current grade or to a Post-March performance indicator from the student’s prior grade. The Post-March document lists performance indicators that must be addressed after the testing cycle in each grade level. Questions on the next grade’s NYS Mathematics Grades 3-8 Test may be aligned to these Post-March performance indicators.
What technology tools are appropriate in the mathematics classroom?
The use of technology is an important and valuable tool in the mathematics classroom. When appropriately incorporated into classroom instruction, technology can be an effective tool that can:
- enhance learning;
- increase motivation;
- help students visualize concepts and ideas; and
- help teachers engage students across various learning styles
Technology is defined as electronic equipment that can be used to advance teaching and learning such as, but not limited to, four-function calculators, scientific calculators, graphing calculators, computer software (e.g. spreadsheets, statistical programs, dynamic geometry software, etc.), digital cameras, global positioning systems, video, and multimedia, etc. Please refer to the chart that provides guidance for calculator use in the classroom and on NYS assessments in mathematics.
Where can I find guidance for an Academic Intervention Services (AIS) program?
Please refer to http://www.p12.nysed.gov/part100/pages/topics.html for the definition and requirements from the Part 100 Regulations of the Commissioner of Education, plus two question and answer documents concerning AIS.
It seems as though the mathematics curriculum is being introduced in earlier grades so that children are learning concepts that may not be developmentally appropriate for them. Why is this happening?
After considering recommendations of the Independent Panel on Math A, relevant developmentally appropriate research and standards from other states and nations, the Mathematics Standards Committee developed the NYS Mathematics Core Curriculum (Revised 2005), which includes the conceptual underpinnings required in mathematics at early stages of learning. After a period of public comment, the core was adopted by the NYS Board of Regents in March 2005. The overarching goal of all mathematics instruction must be to help children appreciate the power, the beauty, and the elegance of mathematics, and we urge teachers to do all that they can to inspire their students to acquire this appreciation.
Will the Mathematics Standards change again?
New York’s learning standards were adopted in 1996. With the exception of mathematics, they have not been renewed in 10 years. Other states and nations have renewed their standards and continue to do so. The New York State Board of Regents, at their October 2007 meeting, approved the implementation of New York State Learning Standards Review and Revision Process, which describes the State’s plan for review of the NYS Learning Standards. Using a panel of experts, each standard area will be reviewed according to a timetable, benchmarking against other states and nations to match the demands of citizenship, higher education, and work. The Mathematics, Science and Technology Learning Standards are scheduled to be reviewed beginning in 2011.
Who should be accelerated in mathematics and do they earn high school credit?
Students in grade eight shall have the opportunity to take high school courses in mathematics. The superintendent, or his or her designee, shall determine whether a student has demonstrated readiness in each subject, including mathematics, in which he or she asks to begin high school courses in the eighth grade leading to a diploma. A student shall be awarded high school credit for such courses only if such student passes the course and the associated Regents examination. For additional information, please refer to Section 100.4 of the Part 100 Regulations of the Commissioner of Education.
Do students who are accelerated for diploma credit in grade eight have to take both the NYS Grade 8 Mathematics Test and the Regents examination associated with the unit of study?
Yes, NCLB requires all students in their respective grade levels to take the corresponding State assessment in mathematics grades 3-8. Grade eight students who have been accelerated into a high school mathematics course must take the corresponding Regents examination in order to earn a unit of diploma credit.
How can I participate in state level work in regard to mathematics?
The NYSED values teachers' expert opinion in guiding this important work and encourages increased involvement of them from all parts of the State. NYSED regularly recruits educators interested in State-level work. Teachers are encouraged to complete a recruitment form outlining the educator's experience and expertise in a database - available to many State Education Department offices. Please refer to the following sites:
Call for Expertise: for curriculum, instruction, and instructional technology committees
Grades 3-8 Testing Program: for test development of the grades 3-8 testing program
Regents Final Eyes Review: for a final review of the Regents examination, prior to printing
Regents Item Writer Training: for training to write Regents examination items
Who do I contact at the NYSED for more information about PreK-8 mathematics education?
John Svendsen email@example.com
Where can I find additional information on the Performance Indicators for Integrated Algebra, Geometry, and Algebra 2 and Trigonometry?
What are the differences between the core curriculum for Mathematics A/ Mathematics B and the revised core curriculum 2005 for Integrated Algebra, Geometry, and Algebra 2 and Trigonometry?
Refer to the crosswalks in the NYS Mathematics commencement-level toolkit.
Do accelerated eighth graders who are taking commencement-level courses in mathematics have to take the eighth grade mathematics assessment in March?
Yes, NCLB requires all students in their respective grade levels to take the corresponding State Assessment in Mathematics for that grade level.
Is there an approved list of calculators that can be used on the Regents Examinations in Mathematics?
No, there is no list of approved calculators, as NYS Education Department does not endorse vendor products. There are specifications and restrictions on the capabilities of those calculators allowed. See Guidance for Calculator Use in the Classroom and on State Assessments.
How many units of credit are allowed for Integrated Algebra?
Integrated Algebra was designed to be a one-unit course. No more than two credits may be awarded for any Integrated Algebra, Geometry, or Algebra 2 and Trigonometry commencement- level mathematics course. View the regulatory changes related to commencement-level mathematics requirements: [PDF version (37 KB) , Word version (57 KB)]
Where can I find guidance on scope and sequence for Integrated Algebra, Geometry, and Algebra 2 and Trigonometry?
The Mathematics Core Curriculum (Revised 2005) is comprised of Content and Process strands and accompanying performance indicators. These are the State’s expectations for what students should know and be able to do by grade level PreK-8 and for each of the commencement-level courses. The local school district has the right and responsibility to create a scope and sequence for each of these courses.
What are the requirements in mathematics for the Regents Diploma?
The mathematics requirement for a Regents Diploma has not changed. Students must earn three units of commencement-level mathematics credit and pass one Regents examination in mathematics. Refer to the Regents diploma requirements chart [PDF version (37 KB) | Word version (57 KB)] and to the General Education and Diploma Requirements.
What are the requirements in mathematics for the Regents Diploma with Advanced Designation?
In order to fulfill the mathematics requirement for a Regents Diploma with Advanced Designation, students entering grade 9 prior to September 2009 must earn three units of commencement-level mathematics credit and pass two commencement-level Regents Examinations in mathematics in one of the following combinations: Mathematics A and Mathematics B, or Mathematics A and Algebra 2 and Trigonometry. Alternatively, students during this time may fulfill the mathematics Regents examination requirement for the Regents Diploma with Advanced Designation by passing all three commencement-level Regents Examinations in Mathematics titled Integrated Algebra (or Mathematics A), Geometry, and Algebra 2 and Trigonometry.
Students entering grade 9 in September 2009 and thereafter must earn three units of commencement-level mathematics credit and pass all three commencement-level Regents Examinations in Mathematics titled Integrated Algebra (or Mathematics A), Geometry, and Algebra 2 and Trigonometry to fulfill the mathematics requirement for the Regents Diploma with Advanced Designation.
During this transition period, can a student who partially completes the coursework for Mathematics A and then is enrolled in an Integrated Algebra course receive credit for both classes?
Yes, as long as the regulatory provisions for earning credit in Commissioner’s Regulations Section 100.1 are met and no more than two units of credit are awarded for completion of both courses. For example, a student is enrolled in coursework leading to the Regents Examination in Math A. S(he) passes the first year of the coursework and receives one unit of mathematics credit. (S)he transfers to a school that only offers Integrated Algebra. (S)he then is enrolled in an Integrated Algebra course leading to the Regents examination in Integrated Algebra, and passes that course. View the regulatory changes related to commencement-level mathematics requirements: [PDF version (37 KB) , Word version (57 KB)]
Who do I contact at the NYSED for more information about Commencement mathematics education?
John Svendsen firstname.lastname@example.org