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The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Strategic planning [1] is an organization's process of defining its strategy or direction, and making decisions on allocating its resources to attain strategic goals. Furthermore, it may also extend to control mechanisms for guiding the implementation of the strategy.
Hoshin Kanri (Japanese: 方針管理, "policy management") [1] is a 7-step process used in strategic planning in which strategic goals are communicated throughout the company and then put into action. [2] [3] The Hoshin Kanri strategic planning system originated from post-war Japan, but has since spread to the U.S. and around the world.
In the November 1981 issue of Management Review (AMA Forum), George T. Doran's paper titled "There's a S.M.A.R.T. way to write management's goals and objectives" introduces a framework for setting management objectives, emphasizing the importance of clear goals. [1] [5] [6] The S.M.A.R.T. criteria he proposes are as follows:
There may be requirements mandated by the school system regarding the plan. [1] A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet ...
Strategy is important because the resources available to achieve goals are usually limited. Strategy generally involves setting goals and priorities, determining actions to achieve the goals, and mobilizing resources to execute the actions. [4] A strategy describes how the ends (goals) will be achieved by the means (resources). [5] Strategy can ...
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The purpose is to cognitively prepare students for the math lesson by having them think about a procedure, strategy or concept used in a prior lesson. Teachers determine what specific previous learning they wish students to recall, based on outcomes desired for that particular lesson. [ 3 ]
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