1. The Assessment Principle
1.1. Assessment should enhance students' learning
1.1.1. - The task can convey a message to students about what kinds of mathematical knowledge
1.1.2. - The activity also have to be consistent and teacher should help the student for them to see how them should answer
1.1.3. - The feedback from assessment is useful for student and teacher
1.2. Assessment is a valuable tool for making instructional decisions
1.2.1. - Teacher can support their students' progress toward significant mathematical goals
1.2.2. -For example, students who are struggling or for those who need enrichment
2. The Teaching Principle
2.1. Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.
2.1.1. Teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibility in their teaching tasks.
2.1.2. The improvement of mathematics education for all students requires effective mathematics teaching in all classrooms.
2.1.3. Effective teaching requires reflection and continual efforts to seek improvement.
3. The Learning Principle
3.1. Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.
3.1.1. Learning mathematics with understanding.
3.1.1.1. Makes subsequent learning easier
3.1.1.2. Mathematics makes more sense and is easier to remember and to apply when students connect new knowledge to existing knowledge in meaningful ways
3.1.2. Effective learners recognize the importance of reflecting on their thinking and learning from their mistakes.
4. The Equity Principle
4.1. Equity requires high expectations and worthwhile opportunities for all
4.1.1. Teacher communicate expectation in their interaction with students
4.1.2. influence students' belief about their abilities to succeed in mathematics
4.1.3. High expectation achieved in part with strong instructional program
4.2. Equity requires accommodating differences to help everyone learn mathematics
4.2.1. Some students need further assistance to meet high expectation
4.2.2. Student with disabilities need increased time to complete assignments
4.2.3. Some may need enrichment programs or additional resources
4.2.4. Technology tools can help achieve equity in classroom
4.3. Equity requires resources and support for all classrooms and all students.
4.3.1. High-quality instructional programs support mathematics learning
4.3.2. Allocation of human and material resources in schools and classroom
4.3.3. Professional development of teachers
5. The Curriculum Principle
5.1. Coherent
5.1.1. Organise the mathematics so fundamental ideas form an integrated whole
5.1.2. Display interconnections between topical strands
5.1.3. Organise and integrate important mathematical ideas
5.2. Well articulated across grades
5.2.1. acummulating ideas and building successively deeper understanding
5.2.2. Well-articulated curriculum guides teachers regarding important ideas
5.3. Focus on important mathematics
5.3.1. Allow students to see the power of mathematics in real-world phenomena
5.3.2. Emphasise on foundational ideas that help students understand other mathematical ideas
5.3.3. focus on skills that serve as a basis for developing new insights
6. The Technology Principle
6.1. Technology enhances mathematics learning
6.1.1. enriching the information available for teachers to use in making instructional decision
6.2. Technology supports effective mathematics teaching
6.2.1. Students can work with computer algebra systems that efficiently perform most of the symbolic manipulation that was the focus of traditional high school mathematics programs
6.3. with calculators and computers Student can explore more examples using graphic software
6.3.1. Technology can help teachers connect the development of skills
6.3.2. Dynamic geometry software can allow experimentation with families of