A DNR perspective on mathematics curriculum and instruction. Part II: with reference to teacher’s knowledge base

The mathematics education community has been recommending the integration of calculators into mathematics curriculum and instruction for nearly twenty years.

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A New Model of Mathematics Curriculum and Instruction System in Thailand

Mathematics Education – An Asian Perspective - School Mathematics Curricula ◽

10.1007/978-981-13-6312-2_4 ◽

2019 ◽

pp. 51-77

Author(s):

Maitree Inprasitha

Keyword(s):

Curriculum And Instruction ◽

Mathematics Curriculum ◽

New Model ◽

Instruction System

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Technology as a Core Part of a Teacher's Knowledge Base in the Digital Age

L2 Journal ◽

10.5070/l213151442 ◽

2021 ◽

Vol 13 (1) ◽

Author(s):

Minsook Kim

Keyword(s):

Knowledge Base ◽

Digital Age ◽

Teacher's Knowledge ◽

Core Part

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Implementing The Standards: The Vision of Problem Solving in the Standards

The Arithmetic Teacher ◽

10.5951/at.37.9.0014 ◽

1990 ◽

Vol 37 (9) ◽

pp. 14-17

Author(s):

Patricia F. Campbell ◽

Honi J. Bamberger

Keyword(s):

Mathematics Education ◽

Problem Solving ◽

Small Groups ◽

Mathematical Knowledge ◽

Curriculum And Instruction ◽

Mathematics Curriculum ◽

Focused Attention ◽

Evaluation Standards ◽

Mathematics Standards ◽

Widespread Acceptance

Problem solving has been espoused as a goal in mathematics education since the late 1970s, with focused attention ansmg from NCTM's An Agenda for Action (1980). But problem solving should be more than a slogan offered for its appeal and widespread acceptance. It should be a cornerstone of mathematics curriculum and instruction, fostering the development of mathematical knowledge and a chance to apply and connect previously constructed mathematical understandings. This perception of problem solving is presented in the Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989, 23, 75). See table 1. Indeed, as noted in the Standards, “students need to work on problems that may take hours, days, and even weeks to solve. Although some may be relatively simple exercises to be accompplished independently, others should involve small groups or an entire class working cooperatively” (NCTM 1989, 6).

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Making the NCTM's Standard Work for Emergent English Speakers

Teaching Children Mathematics ◽

10.5951/tcm.4.3.0132 ◽

1997 ◽

Vol 4 (3) ◽

pp. 132-138 ◽

Cited By ~ 1

Author(s):

Leslie Garrison

Keyword(s):

Mathematics Instruction ◽

Curriculum And Instruction ◽

Mathematics Curriculum ◽

School Mathematics ◽

English Speakers ◽

National Council ◽

Evaluation Standard ◽

Standard Work ◽

Guiding Principles ◽

New Guidelines

When the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standard for School Mathematics in 1989, new guidelines for mathematics curriculum and instruction were established. At the heart of the new standards were four guiding principles for mathematics instruction.

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Mapping onto the mathematics curriculum – an opportunity for teachers to learn

Pythagoras ◽

10.4102/pythagoras.v34i1.195 ◽

2013 ◽

Vol 34 (1) ◽

Cited By ~ 3

Author(s):

Yael Shalem ◽

Ingrid Sapire ◽

Belinda Huntley

Keyword(s):

Knowledge Base ◽

Large Scale ◽

Mathematics Curriculum ◽

Structured Learning ◽

Curriculum Mapping ◽

Test Items ◽

Large Scale Assessment ◽

Classroom Activities ◽

Grade 3 ◽

Activity Groups

Curriculum mapping is a common practice amongst test designers but not amongst teachers. As part of the Data Informed Practice Improvement Project’s (DIPIP) attempt to de-fetishise accountability assessment, teachers were tasked to investigate the alignment of a large-scale assessment with the South African mathematics curriculum. About 50 mathematics teachers from Grade 3–9 worked in groups together with subject facilitators from the Gauteng Department of Education and a university postgraduate student or lecturer who acted as group leader. The first project activity, curriculum mapping, provided a professional development opportunity in which groups mapped mathematical assessment items to the assessment standards of the curriculum. The items were taken from three sources: the 2006 and 2007 International Competitions and Assessments for Schools tests and from ‘own tests’ developed by the groups in the last term of the project. Groups were required to analyse the knowledge base underlying test items and to reflect on what they teach in relation to what the curriculum intends them to teach. They used a protocol (mapping template) to record their responses. This article deals with the question of how to transform data collected from large- scale learner assessments into structured learning opportunities for teachers. The findings were that through the curriculum mapping activity, groups became more aware of what is intended by the curriculum and how this differs from what is enacted in their classes. The findings were also that the capacity of groups to align content was better when they worked with leaders and that with more experience they gained confidence in mapping test items against the curriculum and made better judgments in relation to curriculum alignment. Involving teachers in the interpretation of both public assessment data and data from their own classroom activities can build their own understanding of the knowledge base of test items and of the curriculum.

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