An Analysis of Reasoning Types of Task of the Mathematics Textbook in the 2015 Revised Mathematics Curriculum: Centered for Content of ‘Property of Circle’ of the 3rd Grade of Middle School

2021 ◽  
Vol 21 (16) ◽  
pp. 493-508
Author(s):  
Na Yeong Heo ◽  
Jong Gug Yun
Keyword(s):  
Middle School ◽  
Mathematics Curriculum ◽  
Mathematics Textbook ◽  
3Rd Grade

What is Standing in the Way of Middle School Mathematics Curriculum Reform?

1998 ◽  
Vol 30 (2) ◽  
pp. 42-48 ◽  
Author(s):  
Robert Reys ◽  
Barbara Reys ◽  
David Barnes ◽  
John Beem ◽  
Ira Papick
Keyword(s):  
Middle School ◽  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
School Mathematics Curriculum ◽  
The Way

Soundoff: Geometry: A Remedy for the Malaise of Middle School Mathematics

1989 ◽  
Vol 82 (9) ◽  
pp. 678-680
Author(s):  
Alfred S. Posamentier
Keyword(s):  
Middle School ◽  
Middle Grades ◽  
Mathematics Curriculum ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
School Level ◽  
Mathematics Educators ◽  
Arithmetic Teaching ◽  
Middle School Level

Many mathematics educators perceive that the weakest part of the precollege mathematics curriculum is at the middle school level, more specifically, the years immediately preceding the study of algebra. It seems that in the middle grades the development of mathematics has been put into a “holding pattern.” A quick glance at the curriculum for seventh and eighth grades—or in some cases sixth and seventh gradesshows that much arithmetic is still being taught. Haven't we, or shouldn't we have, completed teaching arithmetic in the previous five or six years? Indeed, how much arithmetic teaching do we need to do in an age of ever-improving calculators (Heid 1988)? Very often students greet a unit in these grades with the now famous comment, “Oh, I had this already.” “Sure,” thinks the teacher, “you may have had it, but have you learned it?” It is clear to many educators that these middle grades are key to turning a student “on” to or “off” from mathematics.

On My Mind: New Tricks for Old Dogs

2004 ◽  
Vol 10 (1) ◽  
pp. 6-7
Author(s):  
Margaret Meyer
Keyword(s):  
Middle School ◽  
National Science Foundation ◽  
Middle Grades ◽  
Mathematics Curriculum ◽  
School Curriculum ◽  
Middle School Curriculum ◽  
National Science ◽  
Mathematics In Context ◽  
The Way

One of my favorite far side cartoons features Rex the Wonder Dog. Rex is shown balancing an elaborate array of objects while traversing a tightrope on a unicycle. The caption reads, “High above the hushed crowd, Rex tried to remain focused. Still, he couldn't shake one nagging thought: He was an old dog and this was a new trick.” Maybe that cartoon speaks to you the way it does to me. As one of the developers of the middle-grades curriculum Mathematics in Context (MiC), one of the Standardsbased middle school curriculum projects funded by the National Science Foundation, I have used that cartoon many times to describe to teachers, young and old, how it might feel to be a teacher who is about to implement a mathematics curriculum such as MiC. I can usually tell from the nervous laughter that although they might not be old, they recognize that the new Standards-based curricula will require them as teachers to learn “new tricks.”

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