One point of view: Stop the Bandwagon I Want Off

1981 ◽  
Vol 28 (8) ◽  
pp. 2
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics

The 1980s, so we are told, are to be the decade of “problem solving.” Ready or not, we are apparently destined to have problem solving as the “focus” of school mathematics for the next ten years or so. Toward this goal, the NCTM's An Agenda for Action recommends the organization of the mathematics curriculum around problem solving. How can one argue with such a sensible agenda?

Problem Solving in the Singapore School Mathematics Curriculum

2019 ◽  
pp. 141-164 ◽  
Author(s):  
Tin Lam Toh ◽  
Chun Ming Eric Chan ◽  
Eng Guan Tay ◽  
Yew Hoong Leong ◽  
Khiok Seng Quek ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
School Mathematics Curriculum

The fourth operation is not fundamental—fractional numbers and problem solving

1975 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Marilyn J. Zweng
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Fractional Numbers ◽  
School Mathematics Curriculum

Few topics in the elementary school mathematics curriculum are a greater waste of time than division of fractional numbers. It is seldom used to solve problems, and those problems which children are taught to solve by division of fractional numbers are dealt with just as adequately by resorting to multiplication.

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).

Using research in teaching: Notes from National Assessment: addition and multiplication with fractions

1976 ◽  
Vol 23 (2) ◽  
pp. 137-142
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Upper Elementary ◽  
High School Mathematics ◽  
National Assessment ◽  
Mathematics Program

Development of computational skills with fractions has long been a part of the upper elementary and junior high school mathematics program. Current movements toward metrication have led some individuals to suggest that decimals will receive more attention in the mathematics curriculum with a corresponding de-emphasis on fractions. The suggestion may find an increased number of supporters, as recurring evidence indicates that pupil performance with fractions is discouragingly low. An alternative point of view is that although metrication may somewhat alter work with fractions, their importance within the structure of mathematics and to applications justifies their continued emphasis in the curriculum.

ONE POINT OF VIEW: Sense and Nonsense about Fractions and Decimals

1980 ◽  
Vol 27 (5) ◽  
pp. 5-7
Author(s):  
Joseph N. Payne
Keyword(s):  
Elementary School ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Slow Movement ◽  
Elementary School Mathematics ◽  
Fraction Concepts ◽  
School Mathematics Curriculum

With our certain, albeit slow, movement to the metric system and with the widespread use of calculators, there is general agreement that decimals wiU be introduced earlier in our elementary school mathematics curriculum. Decimals for tenths, for example, have been taught successfully in grade three. Nevertheless, there are major questions, substantial disagreements, and some sheer nonsensical statements being made about fraction concepts, fraction computation, and decimal computation.

Activities: Extending Problem-Solving Skills

1985 ◽  
Vol 78 (1) ◽  
pp. 36-44
Author(s):  
Robert A. Laing
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Problem Solving Skills ◽  
Technological Society ◽  
K 12

Introduction: Recognizing that the mathematics curriculum in grades K-12 must include more than the concepts and skills of mathematics to prepare students to be productive and contributing members of a rapidly changing technological society, the Agenda for Action (NCTM 1980, 3, 4) recommends that problem solving be the focus of school mathematics in the 1980s.

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.

What Is in the Daily News? Problem-Solving Opportunities!

1999 ◽  
Vol 5 (7) ◽  
pp. 390-394
Author(s):  
Robyn Silbey
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Daily News ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
The Everyday ◽  
Everyday World ◽  
Real World Problems

In An Agenda for Action, the NCTM asserted that problem solving must be at the heart of school mathematics (1980). Almost ten years later, the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stated that the development of each student's ability to solve problems is essential if he or she is to be a productive citizen. The Standards assumed that the mathematics curriculum would emphasize applications of mathematics. If mathematics is to be viewed as a practical, useful subject, students must understand that it can be applied to various real-world problems, since most mathematical ideas arise from the everyday world. Furthermore, the mathematics curriculum should include a broad range of content and an interrelation of that content.

Spotlight on the Principles/Standards: Problem Solving in the Middle Grades

2000 ◽  
Vol 6 (2) ◽  
pp. 105-108
Author(s):  
Carol E. Malloy ◽  
D. Bruce Guild
Keyword(s):  
Problem Solving ◽  
Mathematical Knowledge ◽  
Middle Grades ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Measurement Algebra ◽  
Principles And Standards ◽  
Mathematical Relationships

IN WHAT WAYS WOULD YOU LIKE YOUR middle-grades students to experience problem solving in the mathematics curriculum? Do you want the curriculum to capture the excitement of geometry and measurement, algebra, statistics, and number relationships? Do you want it to help students understand and build new mathematical knowledge and explore new mathematical relationships? Do you want the curriculum to be filled with opportunities for students to ponder, create, and critique arguments about mathematics? If this is your vision for your students, then you should be pleased with, and excited by, the Problem Solving Standard in Principles and Standards for School Mathematics (NCTM 2000).

One Point Of View: It's Time to Use Our “OOB” Detectors!

1993 ◽  
Vol 40 (7) ◽  
pp. 376-377
Author(s):  
Phares G. O'Daffer
Keyword(s):  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
School Mathematics Curriculum

The NCTM's Curriculum and Evaluation Standards for School Mathematics was thoughtfully conceived and continues to influence the school mathematics curriculum. A strength oft he document eems to be that the standards trike a rea onable balance between what ought to be and what can be. Because of this, the book has stimulated our thinking and facilitated realistic, po itive changes in many schools.

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