Curriculum and Instruction

Charge to Committee

The Committee will examine the existing Regents standards in mathematics, consider relevant research and other standards from the U.S. and other nations, and then propose modifications to the Regents mathematics standards to improve clarity, specificity, and functionality. The standards are to be challenging, and must represent a significant level of achievement in mathematics. The standards will "consist of a clear, well-defined set of skills, the mastery of which is demonstrable." (Math A Panel Report, page 4) The Committee's recommendation will be consistent with the recommendations of the Independent Math A Panel.

Specifically we ask that committee members engage the following questions:

  1. Is standard 3 of the NYS Mathematics, Science and Technology learning standards still sound? Are the seven key ideas embedded in the mathematics standard all-inclusive? Is there research/evidence to support modification of standard 3 and/or the seven key ideas?
  2. There is a presumption that there are too many performance indicators and that some should be consolidated and/or eliminated. Are the current performance indicators appropriate and sufficient for the developmental levels of elementary (grades K-4), intermediate (grades 5-8) and commencement (grades 9-12)? Which performance indicators need to be added, revised, consolidated or eliminated at each level?
  3. What additional information needs to be provided to teachers to clarify the depth and breadth of understanding required of students for particular performance indicators?
  4. What are the particular areas of study that should be taught in greater depth for greater understanding? Are there areas of study that should be eliminated?
  5. In response to the NCLB requirements for grade-by-grade testing of mathematics in grades 3-8, the Standards Committee will develop content standards for grade six which will help inform the test development process for the new exams.

Seven Key Ideas

  1. Mathematical Reasoning Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence and construct an argument.
  2. Number and Numeration Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
  3. Operations Students use mathematical operations and relationships among them to understand mathematics.
  4. Modeling/Multiple Representation Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information, and relationships.
  5. Measurement Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics.
  6. Uncertainty Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
  7. Patterns/Functions Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics and construct generalizations that describe patterns simply and efficiently.

Standard 3 - Learning Standard for Mathematics


  • Learning Standard – an established level or degree of quantity, value or quality. The NYS Learning Standards are defined as the knowledge, skills and understandings that individuals can and do habitually demonstrate over time as a consequence of instruction and experience.
  • Key Idea – major domains (skills, knowledge or ideas) that define fields of study or areas of learning. The NYSED key ideas define their respective learning standards in specific content areas (e.g., dance, music, theatre, visual arts) or fundamental skills (e.g., reading, writing, listening, speaking).
  • Performance Indicator – a description of student achievement expectations of the developmental levels of elementary (grades K-4), intermediate (grades 5-8) and commencement (grades 9-12).
Last Updated: June 9, 2009