Although NCTM's Standards documents have been around for more than a decade, teachers still frequently encounter resistance when attempting to implement reformoriented instruction and curriculum materials that are aligned with the Standards. Unfortunately, some of the strongest critics of reform are parents. Most have never experienced the type of mathematics instruction that the Standards recommend. The open-ended, conceptually oriented tasks that students bring home are different from their previous experiences and may be confusing. Parents' own anxiety toward and traditional beliefs about mathematics can further heighten their concern about the mathematics their children are now doing.
Scott and Sharon are also secondary mathematics specialists for Alpine School District in American Fork, Utah.
Scott, Sharon, and Heidi are interested in supporting teachers in the effective implementation of a standards-based mathematics curriculum.
Daniel's current research interests are preservice teacher education and literacy in the mathematics classroom. Stephanie is an experienced pre-K—12 teacher, and her research interests include teachers' and children's conceptions of mathematics and the learning and teaching of mathematics for understanding.