Faceted Curriculum Project/To-Do List

This is a to-do list to get the Faceted Curriculum Project off the ground.

Clean-up Tasks

 * 1) Check the integrity of the directory hierarchy, and delete unused directories/pages.
 * 2) Go through all semantic tags, and correct (remove extraneous) spacing between brackets. Otherwise, attributes, categories, etc... have names with extra space.

Drafting Semantic Structure
A thorough outline of this project should be created, including the following:
 * 1) A description of all semantic connections to be used (all predicates, and usage guidelines)
 * 2) A description of all categories.
 * 3) A template page, for each category.
 * 4) Templates to make semantic references simpler.

One fully featured Block
A fully-featured Block should be developed, including multiple facets, and connections to a few standards. In addition, a page should be developed for simultaneously viewing multiple facets via transduction.

Quality Control Guidelines
A method should be devised for quality control.
 * 1) Semantic predicates to establish trust.
 * 2) Guidelines for users to check that their name is not being misused.
 * 3) Qualification standards for contributors to various sections.

Semantic Search Pages
A few pages should be created to conduct common semantic searches
 * 1) A search to find all blocks addressing a given standard.
 * 2) A search to find all facets looking at a given block.
 * 3) A search to find all blocks addressing a standard from a given country/state.
 * 4) A standard table, of all standards of a given state, organized by grade level and state thread.

Entering Standards
At least two sets of high school mathematics standards should be incorporated, with semantic tagging. The U.S. California 8-12 math standards (excluding sections on AP Probability and Statistics, Calculus), and the Massachusetts 9-12 math standards , are good starting points, receiving the highest ratings of all states in the U.S. in a study by the Fordham institute (see ).

Entering Assessment Problems
An initial collection of problems should be entered, for each block. These problems should test whether a person understands the content of the block, nothing more, nothing less. These problems are only meant for assessment, not for drill or synthesis.