Bringing the NCTM Standards to Life

2013 ◽  
Author(s):  
Yvelyne Germain- Mc Carthy
Keyword(s):  
Nctm Standards

scholarly journals Implementing the National Council of Teachers of Mathematics Standards: A slow process

Pythagoras ◽  
2004 ◽  
Vol 0 (59) ◽  
Author(s):  
Joseph M. Furner
Keyword(s):  
Best Practices ◽  
Implementation Process ◽  
Teaching Experience ◽  
Inservice Teachers ◽  
National Council ◽  
Pedagogical Beliefs ◽  
Nctm Standards ◽  
Mathematics Standards ◽  
Significant Difference ◽  
Recent Graduates

The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000).  The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduates of teacher education programmes may have more training  on the NCTM Standards. Although there were no statistically significant differences between the two groups, this study did support the expectation. Current training with in-service teachers shows that many of the teachers are familiar with neither the National Council of Teachers of Mathematics nor their Standards.  It seems then from this study that the implementation process of the NCTM Standards, and  perhaps any standards or best practices and new curriculum implementation, is very sluggish.

One Point of View: Teaching Tomorrow's Skills Responsibly

1988 ◽  
Vol 36 (2) ◽  
pp. 6-63
Author(s):  
Douglas A. Grouws
Keyword(s):  
Educational Reform ◽  
Point Of View ◽  
School Mathematics ◽  
Reform Movement ◽  
Nctm Standards

The educational reform movement will soon affect all school mathematics programs. It is hoped that the substantive changes that occur will reflect ca refully developed recommendation, such as those of the NCTM Standards Committee.

The NCTM Standards—Challenges for All Classrooms

1989 ◽  
Vol 36 (9) ◽  
pp. 4-7
Author(s):  
Shirley M. Frye
Keyword(s):  
School Mathematics ◽  
Committee Meeting ◽  
Nctm Standards ◽  
Evaluation Standards

Just as the Curriculum and Evaluation Standards for School Mathematics generates excitement among our member and colleagues, the document also engender questions from them. Educators and colleagues have asked questions about the standards and the implementing procedure at conference and committee meeting, through the mail, on the telephone, and in personal conversations. From those submitted or posed. I have selected some typical questions to which to respond.

Brief Reports: An Examination of Relationships between the 1990 NAEP Mathematics Items for Grade 8 and Selected Themes from the NCTM Standards

1993 ◽  
Vol 24 (2) ◽  
pp. 159-167
Author(s):  
Edward A. Silver ◽  
Patricia Ann Kenney
Keyword(s):  
Educational Achievement ◽  
State Level ◽  
National Sample ◽  
Subject Area ◽  
Mathematics Assessment ◽  
National Assessment ◽  
Nctm Standards ◽  
The Status ◽  
Subject Areas ◽  
Grade 8

For about 20 years, the National Assessment of Educational Progress (NAEP) has reported on the status and progress of U.S. educational achievement in a variety of subject areas, including mathematics (Mullis, 1990). The 1990 NAEP mathematics assessment, which was the fifth in this subject area, was different from the previous four assessments in some important ways. For example, the 1990 NAEP assessment was the first NAEP for which it was possible to report state-level results for those states willing to participate. In fact. the 1990 NAEP consisted of two tests: one given to a national sample at grades 4, 8, and 12 as in prior assessments, and the other given only at grade 8 to a different sample drawn specifically for the stateby-state reporting of results.

Constructing a Personal Understanding of Mathematics: Making the Pieces Fit

2003 ◽  
Vol 96 (8) ◽  
pp. 538-542
Author(s):  
Mark W. Ellis
Keyword(s):  
Learning Environment ◽  
Nctm Standards ◽  
Personal Understanding

Reflecting on his own development as a teacher of mathematics, the author provides a glimpse into how a shift in his thinking about and understanding of mathematics powerfully impacted the nature of the learning environment he tried to create within his classroom. It is argued that students and teachers alike need opportunities to develop personal, meaningful understanding of mathematics if the vision of the NCTM standards is to become a reality.

Messy Monk Mathematics: An NCTM Standards-Inspired Class

2000 ◽  
Vol 93 (4) ◽  
pp. 292-298
Author(s):  
Larry Copes
Keyword(s):  
Teaching And Learning ◽  
Nctm Standards

A description of inquiry–based teaching and learning.

Innovation in Curriculum: My Involvement in Change

2001 ◽  
Vol 7 (3) ◽  
pp. 178-182
Author(s):  
Bridgette Almond Stevens
Keyword(s):  
Middle School ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
First Year ◽  
Nctm Standards ◽  
New Beginning ◽  
First Year Teacher ◽  
Mathematics Program ◽  
Mathematics In Context ◽  
As If

MY FOURTH YEAR OF TEACHING WAS like a new beginning. Why? Because I felt as if I were a first-year teacher all over again at a middle school in Iowa. That year was my first experience using Mathematics in Context (MiC 1998), an NCTM Standards– based middle school mathematics program that encompassed not only a different textbook but different ways of teaching and helping children learn mathematics.

Making the NCTM Standards User Friendly for Child Care Teachers

2003 ◽  
Vol 9 (7) ◽  
pp. 421-427 ◽  
Author(s):  
Edith L. Skipper ◽  
Edna Neal Collins
Keyword(s):  
Early Childhood ◽  
Informal Learning ◽  
Formal Language ◽  
Learning Opportunities ◽  
Early Years ◽  
Early Childhood Curriculum ◽  
Nctm Standards ◽  
Mathematical Concepts ◽  
Everyday Activities ◽  
User Friendly

Principles and Standards for School Mathematics (NCTM 2000) asserts that mathematics is an essential part of the early childhood curriculum. The Standards encourage early childhood educators to nurture children's intuitive understandings of mathematical concepts by taking advantage of learning opportunities that naturally occur during everyday activities. In the context of these meaningful activities, learning can be increased by giving children the formal language with which to describe their informal learning (Clements and Sarama 2000), and young children's natural enthusiasm for mathematics can be nourished (Copley 2000). In particular, understanding of the concepts of number, geometry, and pattern is identified as essential in children's early years. Teachers also are encouraged to emphasize the processes involved in learning and doing mathematics, including problem solving, reasoning, communicating, connecting, and representing.

The Missouri Elementary Mathematics Contest: Student Performance on Questions That Reflect NCTM Standards

2003 ◽  
Vol 10 (3) ◽  
pp. 162-169
Author(s):  
Lynda M. Plymate ◽  
David I. Ashley
Keyword(s):  
Problem Solving ◽  
Student Performance ◽  
Conceptual Understanding ◽  
Grade Level ◽  
Elementary Mathematics ◽  
Nctm Standards ◽  
Test Event

The Missouri Council of Teachers of Mathematics (MCTM) has conducted an annual elementary mathematics contest for students in grades 4, 5, and 6 since 1985. Twenty-five sites throughout Missouri host regional contests in which school-selected participants (three to five per grade level, depending on the number of students) compete in grade-specific tests that measure mathematical estimation and computation, conceptual understanding, and problem-solving ability. The top three winners from each test event and at each grade level are then invited to compete against the winners from other regional contests at a state finals competition.

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