Maine's Curriculum Framework for Mathematics & Science
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Contents

• Section I. Introduction
• Section II. Curriculum Standards
• Section III. Professional Standards
• Section IV. School and Community Standards
• Section V. Equity Standards
• Appendix A.
• Appendix B.
• Acknowledgments

Note: Although Maine's Curriculum Framework for Mathematics and Science does not have a Search facility, you may want to try searching the following list with your browser's search function. The list affords a fairly good index to the major concepts covered in the Frameworks.

Section I. Introduction

• Looking Ahead
• Why Promote Change in Mathematics and Science Education?
• What is a Curriculum Framework?
• The Development of Maine's Curriculum Framework for Mathematics and Science
• Vision for Future Mathematics and Science Education in Maine
• The Goals of Maine's Curriculum Framework for Mathematics and Science
• A Systemic View of Exemplary Mathematics and Science Education
• How to Use Maine's Curriculum Framework for Mathematics and Science
• Thinking about Mathematics and Science Education: A Self Assessment for School Systems
• References

Section II. Mathematics and Science Curriculum Standards

• Looking Ahead
• Part A: Beliefs About Best Practices for Teaching and Learning Mathematics and Science
• Part B: Beyond Beliefs: The Guiding Principles
• Structure for the Discussion of Guiding Principles
• The Guiding Principles
  • 1. Students understand the nature of mathematics and science.
    • Instructional Implications
    • Content Standards
      • A. Students use inquiry to provide insight into and comprehension of the world around them.
      • B. Students use mathematical inquiry to develop conjectures and to prove or disprove them within a mathematical system.
      • C. Students develop models to understand the world around them.
        
  • 2. Students communicate effectively in mathematics and science.
    • Instructional Implications
    • Content Standards
      • A.Students use clear and accurate communication in sharing their knowledge.
      • B. Students construct knowledge through reflection, evaluation and refocusing.
      • C. Students use models to communicate in mathematics and science.
      • D. Students demonstrate competency in using multiple media to communicate in mathematics and science.
      • E. Students critically analyze information from a variety of sources.
      • F. Individually and collaboratively, students use effective communication techniques.
        
        
  • 3. Students reason effectively in mathematics and science.
    • Instructional Implications
    • Content Standards
      • A. Students understand and demonstrate that ideas are more powerful if they can be justified.
      • B. Students use different methods of thought to justify ideas.
      • C. Students recognize instances in which attitudes influence reasoning.
        
        
  • 4. Students are problem-solvers in mathematics and science.
    • Instructional Implications
    • Content Standard
      • A. Students demonstrate proficiency using a variety of problem solving strategies.
        
        
  • 5. Students understand their roles in the natural world.
    • Instructional Implications
    • Content Standards
      • A. Students apply mathematics and science concepts to demonstrate an understanding that natural systems, including human systems, are cyclic and interconnected.
      • B. Students demonstrate an understanding of their role in the natural world and how to take responsibility for their impact on it.
      • C. Students understand that human impact on the environment can include more effective management of resources and reduction of harmful effects.
        
        
  • 6. Students understand historical and societal implications of mathematics and science.
    • Instructional Implications
    • Content Standards
      • A. Students understand that science and mathematics help to make sense of the world.
      • B. Students can describe how the use of mathematics, science and technology has led to many changes in the world.
      • C. Students can describe how mathematics and science have changed human's understanding of the universe.
      • D. Students understand that discoveries often have unforeseen consequences.
      • E. Students understand that access to developments in mathematics and science is varied throughout the world.
        
        
  • 7. Students attain and apply essential knowledge and skills of mathematics and science.
    • Instructional Implications
    • Content Standards
      • Part 1. Mathematics
        • A. Students understand and demonstrate number sense.
        • B. Students understand and demonstrate computation skills.
        • C. Students understand and apply concepts of data analysis.
        • D. Students understand and apply concepts of probability.
        • E. Students understand and apply concepts from geometry.
        • F. Students understand and demonstrate measurement skills.
        • G. Students understand that mathematics is the science of patterns, relationships and functions.
        • H. Students understand and apply algebraic concepts.
        • I. Students understand and apply concepts in discrete mathematics.
          
          
      • Part 2. Science
        • A. Students understand that there are similarities within the diversity of all living things.
        • B. Students understand how living things depend on one another and on non-living aspects of the environment.
        • C. Students understand that cells are the basic units of life that can reproduce themselves.
        • D. Students understand the basis for life and that all living things change over time.
        • E. Students understand the structure of matter and the changes it can undergo.
        • F. Students gain knowledge about the Earth and the processes that change it.
        • G. Students gain knowledge about the universe, how humans have learned about it and the principles upon which it operates.
        • H. Students understand concepts of energy.
        • I. Students understand the motion of objects and how forces can change that motion.
          
          
• References

Section III. Professional Standards

• Looking Ahead
• Part 1: Entering the Profession
  • Preparation in Science Content and Skills
  • Preparation in Mathematics Content and Skills
  • Preparation in Science and Mathematics Pedagogy
  • Essential Preservice Instruction and Experiences
    • Modeling Best Practice In All Environments
    • Contact with Student Learners
    • Reflecting on Practice
    • Developing Other Skills
    • Connecting to Resources
      
      
  • Certification
    • Mathematics Content
    • Science Content
    • Alternatives to Traditional Certification
      
      
• Part 2: Growing in the Profession
  • Expanding Teacher's Expertise in Content Knowledge, Skills and Pedagogy
  • Supervision and Evaluation
    • Self and Peer Supervision and Evaluation
    • Administrative Supervision and Evaluation

• References

Section IV. School and Community Standards

• Standard A: Broad-based school and community collaboration creates an environment that supports and promotes lifelong learning
  • Strategy 1: Develop broad-based community coalitions
  • Strategy 2: Develop a comprehensive, long-term communication plan
  • Strategy 3: Develop the school as the community resource center
    
    
• Standard B: Schools and communities provide the emotional and physical security necessary to support a healthy learning environment
  • Strategy 1: Promote a trusting environment that encourages personal and professional growth for all school staff
  • Strategy 2: Promote and participate in a healthy learning environment
    
    
• References

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Section V. Equity Standards

• Generating Mathematical and Scientific Power in Maine
• Statement of Equity in Mathematics and Science
• Looking Ahead
• School, State, and District Policies
• Partnerships and Community Outreach to Parents, Caregivers, and Business
• Curriculum, Instructional Materials, Frameworks
• Professional Development
• Assessment
• Administration
• Technology
• School Structure, School Climate, and Classroom Practice
• References
  • Selected References Related to Equity - Research and Background Material
  • Strategies

Appendix A. Connecting Maine's Curriculum Framework for Mathematics and Science with Maine's Common Core of Learning and National Standards

Appendix B. Resources

• State Resources
• National Resources

Acknowledgments

• Project Staff and Consultants
• Curriculum Framework Writers
• Reader Reviewers
• Curriculum, Instruction and Assessment Committee
• Professional Development Action Team
• Curriculum Framework Pilot Sites

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