From MathWeb

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

Contents 1 Phase Zero 1.1 Clean-up Tasks 1.2 Drafting Semantic Structure 1.3 One fully featured Block 1.4 Quality Control Guidelines 1.5 Semantic Search Pages 1.6 Entering Standards 1.7 Entering Assessment Problems

Phase Zero

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 [1] (excluding sections on AP Probability and Statistics, Calculus) , and the Massachusetts 9-12 math standards [2], are good starting points, receiving the highest ratings of all states in the U.S. in a study by the Fordham institute (see [3]).

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.