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Dung Tran, Barbara J. Reys, Dawn Teuscher, Shannon Dingman and Lisa Kasmer

This commentary highlights the contribution that careful and systematic analyses of curriculum or content standards can make to questions and issues important in the mathematics education field. We note the increased role that curriculum standards have played as part of a standards-based education reform strategy. We also review different methods used by researchers to compare and analyze the Common Core State Standards for Mathematics, each method designed for a particular purpose. Finally, we call upon mathematics education researchers to engage in careful analysis of curriculum standards and to share their findings in ways that can inform public debate as well as support education professionals in improving student learning opportunities.

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Richard T. Edgerton

A goal of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) is faci litating “mathematical power” in students. The curriculum standards use problem solving, communication, reasoning, and connections as organizing principles. One way to apply these principles in the classroom is with the use of “project questions.”

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Cathy G. Schloemer

I recently found myself in the ideal situation of wanting to integrate the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) more fully into my teaching and, at the same time, being enrolled in a class that required me to research some aspect of assessment and then engage in a practical assessment project. As a result, I decided to find out more about standardsaligned assessment and then see if could use it with my high school precalculus students.

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Jenny A. Piazza, Margaret M. Scott and Elizabeth C. Carver

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.

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Mary Ann Matras

Two as-yet-unanswered questions raised by the NCTM's curriculum standards involve the appropriate use of technology in mathematics classrooms.

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Margaret J. Kenney and Stanley J. Bezuszka

This article applies to Standard 12 of the Curriculum Standards for Grades 9-12 (NCTM 1989), focuses primarily on one particular topic noted in that standard, and offers some suggestions for using that topic in a variety of settings.

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Frank K. Lester JR and Diana Lambdin Kroll

Edited by Frances R. Curcio and Alice F. Artzt

Teaching according to the vision of the NCTM's Curriculum and Evaluation Standards will involve numerous changes in the content and instruction of the school mathematics program. Moreover, this vision will also require a change in testing procedures and methods for evaluating the effectiveness of instructional practices (Clarke, Clarke, and Lovitt 1990; EQUALS and California Mathematics Council 1989; NAEP 1987; NCTM 1989). As is pointed out in NCTM's curriculum standards, an evaluation program that is properly aligned with the proposed curriculum standards can no longer use only written tests. Calculators, computers, and manipulatives must be included in the evaluation process.

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George N. Bratton

NCTM's proposed curriculum standards contain a well-planned, comprehensive strand of statistical science. The necessity for this strand, as well as the probability strand, is not debatable. Topics and ideas from probability and statistics permeate most aspects of our lives. However, the successful implementation of this curriculum will require much from the teachers of mathematics, primarily the reeducation of many teachers.

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William S. Hadley

With the release of NCTM's curriculum standards in the spring of 1989, emphasis on mathematics-curriculum reform at all levels K-12 has been renewed. Reform is obviously long overdue, but one major obstacle stands in the way of its achievement: the classroom teachers. Given t he proper opportunities, however, teachers can become the key to success.