Principles and Standards for School Mathematics and Teacher Education: Preparing and Empowering Teachers

2001 ◽  
Vol 101 (6) ◽  
pp. 319-327 ◽  
Author(s):  
Karen J. Graham ◽  
Francis Skip Fennell
Keyword(s):  
Teacher Education ◽  
School Mathematics ◽  
Empowering Teachers ◽  
Principles And Standards

scholarly journals Enhancing the Delivery of the Teacher Education Courses through the Development of OBE-Based Teaching Guides

2020 ◽  
Vol 8 (1) ◽  
pp. p36
Author(s):  
Agripina B. Maribbay
Keyword(s):  
Teacher Education ◽  
Monitoring And Evaluation ◽  
Instructional Delivery ◽  
Teacher Education Programs ◽  
Project Proposal ◽  
Teaching Resources ◽  
Principles And Standards ◽  
Faculty And Administrators ◽  
Teachers Training ◽  
Study Participants

This project aimed to develop Outcomes-Based Education (OBE) teaching guides to enhance the delivery of courses in the teacher education programs. This paper specifically provides the result of the participants’ assessment and problems encountered in the implementation of the OBE-based approach in teaching. The 200 study participants covered faculty and administrators of thirty (30) selected Teacher Education Institutions in Region 02. Results reveal that the OBE-based approach was implemented to a great extent along Institutional Mission, moderate extent in terms of outcomes and low extent along areas such as curriculum, instructional delivery, assessment, and reporting. Participants’ inadequacy of knowledge and skills, teaching resources, and time were among the problems encountered by the participants in the implementation of the OBE-approach in the teacher education curriculum. These results serve as a guide for the development of OBE-based teaching guides to enhance the implementation of the curriculum. The development of the teaching guides was based on a set of frameworks. The Project Proposal Framework particularly details the processes undertaken in the development of the teaching guides while the SPUP-OBE Framework provides the teaching guides’ content. Furthermore, it presents the specific methods for the teachers’ training on the principles and standards of OBE, the development of OBE-based teaching guides, the logical framework of the proposed teaching guide, the monitoring and evaluation plan, and the dissemination plan. This method includes the design, scope, tools, and analytical procedures for the specific processes involved.

What influence will the new Principles and Standards for School Mathematics (2000) have?

2000 ◽  
Vol 31 (4) ◽  
pp. 394-395
Author(s):  
Judith T. Sowder
Keyword(s):  
Annual Meeting ◽  
Research Community ◽  
School Mathematics ◽  
The Public ◽  
Principles And Standards

The new NCTM Principles and Standards for School Mathematics (2000) were presented to the public with great fanfare at the NCTM Annual Meeting in Chicago in April of this year. The mood was celebratory, perhaps even more so than when the 1989 Standards were presented. How will these new Principles and Standards be accepted? What influence will they have? Are there messages here to which the research community ought to be attending?

Effective and Efficient Use of Math Writing Tasks

2018 ◽  
Vol 112 (2) ◽  
pp. 143-146 ◽  
Author(s):  
Matt M. Bixby
Keyword(s):  
School Mathematics ◽  
Clear Picture ◽  
Student Writing ◽  
National Council ◽  
Writing In Mathematics ◽  
Mathematics Class ◽  
Principles And Standards ◽  
The Many

Almost twenty years ago, the National Council of Teachers of Mathematics (NCTM) published Principles and Standards for School Mathematics (2000), which recommended that teachers should incorporate more writing into their math lessons, claiming that writing helps students “consolidate their thinking” (p. 402) by causing them to reflect on their work. In recent years, various studies point to the many benefits that can be gained by writing in mathematics class (e.g., O'Connell et al. 2005; Goldsby and Cozza 2002). Much research suggests that writing activities, if implemented effectively, can help students enjoy class more (Burns 2005) and can also help them deepen their understanding of the content (Baxter et al. 2002). In addition to benefiting students, student writing benefits teachers as well by providing a clear picture of what their students understand and even deepening understanding of the content for teachers themselves (Burns 2005; Pugalee 1997).

Technology Tips: When Is a Good Fit Not a Good Fit? Dynamic Regression with the TI-Nspire Graphing Calculator

2008 ◽  
Vol 102 (4) ◽  
pp. 300-305
Author(s):  
Michael Edwards ◽  
Michael Meagher ◽  
S. Asli Özgün-Koca
Keyword(s):  
Graphing Calculator ◽  
School Mathematics ◽  
Mathematical Education ◽  
National Council ◽  
Mathematics Textbooks ◽  
Multiple Points ◽  
Complex Concept ◽  
Mathematics Classrooms ◽  
Points Of View ◽  
Principles And Standards

In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics (NCTM) acknowledges the importance of exploring mathematical ideas from multiple points of view: “Different representations often illuminate different aspects of a complex concept or relationship…. The importance of using multiple representations should be emphasized throughout students' mathematical education” (2000, p. 68). In particular, NCTM notes that the introduction of technology in school mathematics classrooms provides new ways for teachers and their students to explore connections among representations: “Computers and calculators change what students can do with conventional representations and expand the set of representations with which they can work” (2000, p. 68). In this article, we discuss an interesting finding that our students made as they explored linear regression with a teacher-constructed TI-Nspire calculator document. The calculator's capability to link variables across two or more pages in the same document led students to findings that are important yet rarely discussed in school mathematics textbooks.

Let's Talk: Promoting Mathematical Discourse in the Classroom

2007 ◽  
Vol 101 (4) ◽  
pp. 285-289 ◽  
Author(s):  
Catherine A. Stein
Keyword(s):  
Mathematical Discourse ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Student Discourse ◽  
Principles And Standards

As part of reform-based mathematics, much discussion and research has focused on the idea that mathematics should be taught in a way that mirrors the nature of the discipline (Lampert 1990)—that is, have students use mathematical discourse to make conjectures, talk, question, and agree or disagree about problems in order to discover important mathematical concepts. In fact, communication, of which student discourse is a part, is so important that it is one of the Standards set forth in Principles and Standards for School Mathematics (NCTM 2000).

Sixteenth Summer Meeting University of California, Los Angeles Campus August 19, 20, 21, 22, 1956

1956 ◽  
Vol 49 (5) ◽  
pp. 412
Keyword(s):  
High School ◽  
Teacher Education ◽  
Los Angeles ◽  
Senior High School ◽  
School Mathematics ◽  
University Of California ◽  
High School Mathematics ◽  
College Mathematics ◽  
Senior College

The program which is now being planned for this summer meeting of N.C.T.M. in Los Angeles will include general sessions addressed by nationally known speakers, a banquet, a luncheon, and many sectional meetings. These meetings should be of interest to teachers of elementary arithmetic, and junior and senior high school mathematics, as well as to teachers of junior and senior college mathematics. Special sections will also deal with aspects of teacher education in mathematics.

Internal Rate of Return

2005 ◽  
Vol 98 (8) ◽  
pp. 531-533
Author(s):  
Harris S. Shultz
Keyword(s):  
Real Life ◽  
School Mathematics ◽  
Rate Of Return ◽  
Opportunities To Learn ◽  
Internal Rate Of Return ◽  
Daily Lives ◽  
Internal Rate ◽  
Subject Areas ◽  
Principles And Standards

The Principles and Standards for School Mathematics (NCTM 2000, pp. 65–66) states, “School mathematics experiences at all levels should include opportunities to learn about mathematics by working on problems arising in contexts outside of mathematics. These connections can be to other subject areas and disciplines as well as to students' daily lives.” In this article we shall see that the discipline of finance can provide rich real–life applications of mathematics.

Call For Manuscripts 2012 Focus Issue: Fostering Mathematical Reasoning

2010 ◽  
Vol 16 (3) ◽  
pp. 187
Keyword(s):  
Real World ◽  
Mathematical Reasoning ◽  
School Mathematics ◽  
Sense Making ◽  
Principles And Standards ◽  
Critical Aspects

Mathematical reasoning and sense making are critical aspects of learning and doing math. “People who reason and think analytically tend to note patterns, structure, or regularities in both real-world situations and symbolic objects; they ask if those patterns are accidental or if they occur for a reason; and they conjecture and prove. Reasoning mathematically is a habit of mind, and like all habits, it must be developed through consistent use in many contexts” (Principles and Standards for School Mathematics, p. 56).

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