Focal Point: The Cambridge Conference on School Mathematics

1964 ◽  
Vol 11 (3) ◽  
pp. 207-210
Author(s):  
J. Fred Weaver
Keyword(s):  
Mathematics Education ◽  
Significant Influence ◽  
Mathematics Curriculum ◽  
Focal Point ◽  
School Mathematics ◽  
The Past ◽  
The Subject

Within the past year a potentially significant influence on the mathematics curriculum and on mathematics education has become the subject of much interest and discussion. We refer to that which is known simply as “The Cambridge Conference on School Mathematics.”

scholarly journals Mathematics education and the dignity of being

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Paola Valero ◽  
Gloria García ◽  
Francisco Camelo ◽  
Gabriel Mancera ◽  
Julio Romero
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Latin American ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Critical Geography ◽  
Mathematics Classrooms ◽  
The Enlightenment ◽  
Political Approach

On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity.

One Point of View: Reclaiming School Mathematics

1990 ◽  
Vol 37 (8) ◽  
pp. 4-5
Author(s):  
Portia Elliott
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Design Change

The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).

Common Difficulties with Probabilistic Reasoning

1983 ◽  
Vol 76 (8) ◽  
pp. 565-570
Author(s):  
Jack A. Hope ◽  
Ivan W. Kelly
Keyword(s):  
Probabilistic Reasoning ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
National Council ◽  
The Past ◽  
Probability And Statistics ◽  
Modern Mathematics

In the past two decades several influential organizations, including the National Council of Supervisors of Mathematics (1978), NACOME (1975), UNESCO (1972), CEEB (1959), and the Cambridge Conference on School Mathematics (1963), have acknowledged the role that probability and statistics play in our society. Consequently, each has recommended that probability and statistics be included as part of the modern mathematics curriculum.

Welcome to Our Focus Issue on Problem Solving

2003 ◽  
Vol 96 (8) ◽  
pp. 529
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Word Problems ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
National Council ◽  
Seminal Work ◽  
Strong Case ◽  
School Mathematics Curriculum

THE CALL FOR THIS FOCUS ISSUE BEGAN BY reminding readers that in 1980, the National Council of Teachers of Mathematics made a strong case for including problem solving in the mathematics curriculum. Problem solving was not a new topic at that time—after all, George Pólya published his seminal work, How to Solve It, in 1945. However, the 1980 Agenda for Action publication marked the beginning of a period in mathematics education when the processes of problem solving received specific attention in the school mathematics curriculum. Problem solving became much more than solving word problems.

Building the Mathematics and Literature Connection through Children's Responses

2004 ◽  
Vol 10 (6) ◽  
pp. 328-333
Author(s):  
Jeffrey C. Shih ◽  
Cyndi Giorgis
Keyword(s):  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
The Past ◽  
And Mathematics

The Connections Standard in Principles and Standards for School Mathematics makes the significant observation that “the opportunity for students to experience mathematics in a context is important” (NCTM 2000, p. 66). Literature provides such a contextual base by embedding the meaning of the mathematics in situations to which children can relate. In this regard, the use of literature in the elementary mathematics curriculum has steadily increased over the past few years. The publication of books that specifically feature mathematics, as well as a deeper understanding by teachers of how to integrate literature and mathematics topics, has aided this increase. This article builds on the premise that educators want children to recognize and respond to the mathematics that may be evident or embedded in literature.

… and now synthesis: a theoretical model for mathematics education

1965 ◽  
Vol 12 (2) ◽  
pp. 134-141
Author(s):  
Vincent J. Glennon
Keyword(s):  
Mathematics Education ◽  
Theoretical Model ◽  
Conceptual Model ◽  
School Mathematics ◽  
Societal Change ◽  
The Third ◽  
The Past

The title of this paper is evidence of my long-standing concern for the third aspect of the Hegelian triad—thesis, antithesis, and synthesis—as it applies to mathematics education. Hegel, we recall, interpreted societal change as a reconciliation of opposites, a thesis and its antithesis, into a higher union or integration which he called synthesis. In a very real sense, we can use this conceptual model to interpret the changes that have taken place in school mathematics programs in recent years (and even over the past several thousand years) as man has attempted to select and transmit this segment of the culture.

Focal point: The training of elementary school mathematics teachers

1963 ◽  
Vol 10 (1) ◽  
pp. 42-43
Author(s):  
J. Fred Weaver
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Focal Point ◽  
School Mathematics ◽  
School Teachers ◽  
Elementary School Mathematics ◽  
School Mathematics Curriculum ◽  
Exploratory Programs

Appropriate training for elementary school teachers who provide instruction in mathematics has been a concern of long standing. This concern has been in creased in recent years as various exploratory programs have begun to exert an influence on the content of the elementary school mathematics curriculum.

Overview and Analysis of School Mathematics, Grades K—12

1976 ◽  
Vol 69 (6) ◽  
pp. 440
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
The Future ◽  
K 12

The fallowing four articles may establish the direction that mathematics education will take in the future. Shirley Hill, who chaired the NACOME committee, outlines the context of the report and presents some of the significant points with regard to the mathematics curriculum, patterns of instruction, teacher education, and evaluation.

Projects: Building Michigan's Capacity for Middle School Mathematics Curriculum Reform

2001 ◽  
Vol 94 (6) ◽  
pp. 522-524
Keyword(s):  
Middle School ◽  
Mathematics Education ◽  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Collaborative Effort ◽  
Reform Project ◽  
Reform In Mathematics Education ◽  
School Mathematics Curriculum

The Building Michigan's Capacity for Middle School Mathematics Curriculum Reform project is a four-year statewide collaborative effort that is designed to lead the reform in mathematics education within Michigan's middle schools. The project addresses the need for improved achievement in mathematics by students in Michigan and places a high priority on building the mathematics content and pedagogical background of its participating teachers to accomplish that goal.

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