Abstract
The decription of the goal of elementary chool mathematics is often made using a two-dimensional model. One dimension include the content objectives, the other, the process objectives. Content objectives include the topics in mathematics that are studied. whereas proce objectives are the behaviors, the procees that student hould develop and use as the content objectives are studied and mastered. One such model used in the 1981–82 National Assessment of Educational Progress (NAEP 1981) is shown in figure 1. As an alternative to thi framework. some groups have identified a set of basic-skill area to be studied in elementary school mathematics. The ten areas listed by the National Council of Supervisors of Mathematic (1977) arc as follow: (1) problem solving: (2) applying mathematics to everyday situations: (3) alertness to the reasonableness of result; (4) estimation and approximation; (5) appropriate computational skills; (6) geometry: (7) measurement: (8) reading, interpreting. and contructing tables; (9) using mathematics to predict; and (10) computer literacy. One important goal not specifically mentioned in either of these two cheme is that of mathematical thinking. yet the development of mathematical thinking in students should be a central goal of any mathematic program.
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