In some traditional mathematics instruction, the goal is to have the student produce a correct numerical answer. However, in standards-based mathematics, the most important goal is to understand mathematics and have learners construct their own mathematical power.

NCTM Standards

According to the 1989 NCTM standards, which are the basis for most curriculum frameworks in the United States by the mid 2000s:<ref> The NCTM Calls it "Math"</ref>

The NCTM recommends "decreased attention" for "finding exact forms of answers". (5.8.O)

"Although written tests structured around a single correct answer can be reliable measures of performance, they offer little evidence of the kinds of thinking and understanding advocated in the Curriculum Standards." (EVAL.2)

"Students might like mathematics but not display the kinds of attitudes and thoughts identified by this standard. For example, students might like mathematics yet believe that problem solving is always finding one correct answer using the right way. These beliefs, in turn, influence their actions when they are faced with solving a problem. Although such students have a positive attitude toward mathematics, they are not exhibiting essential aspects of what we have termed mathematical disposition." (EVAL.2)

Utah Math Wars

At Cedar Ridge Elementary School in Utah, a student can get an incorrect answer on a math problem but not be graded as wrong. While the principal Steve Cherrington told the Deseret Morning News that a right answer was important, he stated "It is not our belief (it's) as important to get the right answer than to get the process."
<ref> "Alpine trio defend approach to math" February 9, 2006 By Laura Hancock
Deseret Morning News (Utah)
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Mathematically Correct

The title of Mathematically Correct was inspired by the traditional concept of valuing the correct answer to a mathematics problem.

Notes

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Also see

Traditional mathematics

Standards-based mathematics