School Mathematics Curricula

2019 ◽  
Keyword(s):  
School Mathematics ◽  
Mathematics Curricula

“New math” in the gay nineties

1976 ◽  
Vol 23 (3) ◽  
pp. 165-166
Author(s):  
Gary A. Deatsman
Keyword(s):  
Nineteenth Century ◽  
Mathematics Education ◽  
School Mathematics ◽  
Rote Learning ◽  
Mathematics Curricula ◽  
New Math

I had always assumed that the development of school mathematics curricula since the nineteenth century had been characterized by fairly steady progress accelerated by the “new math” movement of the last decade. Back in the days of horse and buggy, mathematics education was supposedly strictly rote learning of rules and algorithms with little or no understanding. Endless drill was employed to produce the army of accurate human calculators needed before machines were developed to take over this work.

Current school mathematics curricula in the Soviet Union and other Communist countries

1959 ◽  
Vol 52 (5) ◽  
pp. 334-346
Author(s):  
Izaak Wirszup
Keyword(s):  
Soviet Union ◽  
School Mathematics ◽  
American Education ◽  
The Soviet Union ◽  
Mathematics Curricula ◽  
Communist Countries

Russians follow developments in American education with interest. Most certainly we should acquaint ourselves with the basic Russian curricular pattern.

How Reform Secondary Mathematics Texts Stack Up against NCTM's Principles and Standards

2001 ◽  
Vol 94 (7) ◽  
pp. 540-589
Author(s):  
Tami S. Martin ◽  
Cheryl A. Hunt ◽  
John Lannin ◽  
William Leonard ◽  
Gerald L. Marshall ◽  
...  
Keyword(s):  
Secondary Mathematics ◽  
School Mathematics ◽  
Content Standards ◽  
Distinctive Features ◽  
Mathematics Curricula ◽  
Principles And Standards

This analysis of the five NSF–funded secondary mathematics curricula describes their alignment with the Process Standards and Content Standards in Principles and Standards for School Mathematics. Distinctive features and examples are included.

Projects

1997 ◽  
Vol 90 (3) ◽  
pp. 254-255
Author(s):  
Sharon Stenglein
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
High School Mathematics Teachers

ln this National Science Foundation (NFS) Teacher Enhancement Project, fifty Minnesota middle school and high school mathematics teachers are collaborating with three Saint Olaf CoUege mathematics professors to integrate inquiry-based geometry and visualization across their secondary mathematics curricula.

Book Review: A Review of The New Math: A Political History

2016 ◽  
Vol 47 (4) ◽  
pp. 420-422
Author(s):  
James Fey
Keyword(s):  
History Of Mathematics ◽  
School Mathematics ◽  
American Education ◽  
Historical Knowledge ◽  
Reform School ◽  
Mathematics Educators ◽  
History Of ◽  
Mathematics Curricula ◽  
New Math

For mathematics educators of a certain age or those with particular expertise in the history of mathematics education, the appearance of a book that purports to describe, analyze, and explain the “new math” movement of the 1950s and 1960s quite reasonably prompts the question: What else could possibly be said about that iconic era? Others with less experience in or historical knowledge of the field might pass on the book because they are only vaguely aware of the new math as a longago and thoroughly discredited effort to reform school mathematics curricula and teaching. However, I think mathematics educators in both groups–knowledgeable veterans and newcomers to the field–will find Christopher J. Phillips's retelling of the new math story a fascinating read that is filled with timeless insights into the academic and political dynamics of school mathematics and, more broadly, American education.

scholarly journals Study Literature of Development Model of Mathematics Curriculum in Queensland

2021 ◽  
Vol 4 (1) ◽  
pp. 7
Author(s):  
Zahid Abdush Shomad ◽  
Iwan Junaedi ◽  
Mulyono Mulyono
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Development Model ◽  
Relevant Research ◽  
Scientific Papers ◽  
Research Questions ◽  
Mathematics Curricula ◽  
And Mathematics

<p class="JRPMAbstractBodyEnglish">Australia grants individual states autonomy to develop school mathematics curricula. This article aims to find out a model for developing a school mathematics curriculum in Queensland. The method used in this research is Systematic Literature Review (SLR). This SLR method can be used to identify, review, evaluate, and interpret studies related to the topics discussed in this study, with specific relevant research questions. The SLR method in this research is carried out by systematically reviewing and identifying journals, which follow the steps or protocols that have been set in each process. The documents studied and researched include journals and professional scientific papers and Queensland mathematics curriculum documents for grades 11 and 12, namely the Queensland Curriculum &amp; Assessment Authority (QCAA). Based on the results of the literature review, it was found that in Queensland, the mathematics curriculum in grades 11 and 12 is divided into three types, namely Mathematics A curriculum, Mathematics B curriculum, and Mathematics C curriculum. Each type of curriculum is developed according to the conditions and skills required by students.</p>

Guiding Young Children in Successful Problem Solving

1982 ◽  
Vol 29 (5) ◽  
pp. 15-17
Author(s):  
Kil S. Lee
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Conference Report ◽  
School Mathematics ◽  
National Council ◽  
Mathematical Skills ◽  
The Past ◽  
Mathematics Educators ◽  
Mathematics Curricula

In the past twenty years, problem solving has received much attention from mathematics educators. Inclusion of imaginative problems in school mathematics curricula was recommended in the 1963 Cambridge Conference report. Problem solving was the first of the ten basic mathematical skills identified by the National Council of Supervisors of Mathematics in 1976 and the position of the NCSM was endorsed by the National Council of Teachers of Mathematics in 1978. “That problem solving be the focus of school mathematics in the 1980s” is the first of eight recommendations expressed in An Agenda for Action: Recommendations for School Mathematics of the 1980s published by the NCTM.

Yes, Another Handbook and Why You Might Want to Read This One

2019 ◽  
Vol 50 (2) ◽  
pp. 210-213
Author(s):  
Cynthia W. Langrall
Keyword(s):  
Secondary School ◽  
Statistical Information ◽  
School Mathematics ◽  
Quantitative Literacy ◽  
National Council ◽  
Life Skill ◽  
High School Mathematics ◽  
Statistical Literacy ◽  
Grade Levels ◽  
Mathematics Curricula

In today's world, data and statistical information permeate our lives, making it imperative that we educate students to be statistically literate. Statistical literacy is the ability to read and interpret statistical information to make informed decisions about events under conditions of uncertainty. Recently, the National Council of Teachers of Mathematics (NCTM) published a document, Catalyzing Change in High School Mathematics: Initiating Critical Conversations (2018), in which it proposed statistics as one of four essential content domains in secondary school mathematics and acknowledged quantitative literacy—the ability to reason both statistically and numerically—as a crucial life skill for all students. For a number of years, statistics has been an important content strand across grade levels in the school mathematics curricula of many countries. Thus, it is understandable that students and even teachers might perceive statistics simply as another topic in mathematics.

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