Implementing The Standards: Assessing Students' Learning To Inform Teaching: The Message In Nctm's Evaluation Standards

1989 ◽  
Vol 37 (4) ◽  
pp. 22-26
Author(s):  
Alba G. Thompson ◽  
Diane J. Briars
Keyword(s):  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
The Many

Acentral theme of NCTM's evaluation standards (National Council of Teachers of Mathematics. Commission on Standards for School Mathematics 1989) is that assessment is an integral part of teaching. One of the many reasons to assess students' learning is to find out where we teacher are in relation to our goals. Another reason is to be able to inform students, parents, or administrators about students' progress. Regard less of the relative merits of these and other reasons for assessing students' learning, the main purpose of assessment should be to inform teaching.

Informing Learning Through the Clinical Interview

1991 ◽  
Vol 38 (6) ◽  
pp. 44-46
Author(s):  
Madeleine J. Long ◽  
Meir Ben-Hur
Keyword(s):  
Student Outcomes ◽  
Clinical Interview ◽  
School Mathematics ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Paper And Pencil ◽  
Primary Assessment

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Srandards for Teaching Mathematics (1989) endorse the view that assessment should be made an integral part of teaching. Although many of the student outcomes described in the Srandards cannot properly be assessed using paper-and-pencil tests, such tests remain the primary assessment tools in today's classroom.

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).

On My Mind: The Standards—Some Second Thoughts

1996 ◽  
Vol 2 (1) ◽  
pp. 8-11
Author(s):  
Stephen S. Willoughby
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Professional Educators ◽  
The Way

Members of the National Council of Teachers of Mathematics can be proud of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Not only has the Standards document set the course for improving mathematics education, but it has been imitated by virtually every other content-oriented teachers' organization. Thus, as well as recasting mathematics education, the NCTM has led the way toward recasting education generally. However, professional educators have an obligation to reconsider and reflect on the Standards themselves and any other recommendations made by responsible educators and organizations.

Integrating Manipulatives and Computers in Problem-Solving Experiences

1990 ◽  
Vol 38 (2) ◽  
pp. 8-10
Author(s):  
Sue Brown
Keyword(s):  
Problem Solving ◽  
Group Work ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Good Mathematics Instruction ◽  
K 12

In 1980, the National Council of Teachers of Mathematics stated that “problem solving must be the focus of school mathematics.” In 1989 the Council reaffirmed that belief with the Curriculum and Evaluation Standards for School Mathematics (Standards). Standard 1 for grades K–12 is “Mathematics as Problem Solving.” The Standards also asserts that “a computer should be available in every classroom for demonstration purposes, and every student should have access to a computer for individual and group work.” Also according to the Standards, “manipulative materials are necessary for good mathematics instruction.” In a typical classroom, problem solving may be taught, manipulative materials may be used, or students may be working at a computer. These functions, however, are usually completed as disjoint activities. Integrating these activities is possible, and this article illustrates how it can be done.

Thematic Webbing and the Curriculum Standards in the Primary Grades

1994 ◽  
Vol 41 (6) ◽  
pp. 294-298
Author(s):  
Jenny A. Piazza ◽  
Margaret M. Scott ◽  
Elizabeth C. Carver
Keyword(s):  
Instructional Practices ◽  
Mathematical Knowledge ◽  
Mathematical Thinking ◽  
Primary Grades ◽  
School Mathematics ◽  
National Council ◽  
Curriculum Standards ◽  
Evaluation Standards ◽  
Curricular Content

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.

Power On!: Learning Statistics with Technology

1994 ◽  
Vol 1 (2) ◽  
pp. 130-136
Author(s):  
Gary Kader ◽  
Mike Perry
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Real Data ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Problem Solving Process ◽  
K 12

In its Curriculum and Evaluation Standards for School Mathematics (1989), the National Council of Teachers of Mathematics recommends that the K-12 mathematics curriculum be broadened and designates statistics as an area deserving increased attention. The standards document promotes the concept that statistics be learned through the study of real problems with real data collected by the students. Rather than focus on developing formulas from which answers are simply computed, teachers should present statistics in a coherent fashion and develop the topic as a whole problem-solving process.

Announcement

1994 ◽  
Vol 25 (1) ◽  
pp. 102
Keyword(s):  
Mathematics Teachers ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards

The National Council of Teachers of Mathematics is expanding the evaluation section of the Curriculum and Evaluation Standards for School Mathematics to focus on assessment considerations. The nature of assessment makes it crucial to obtain reactions from broad audiences to the draft written by mathematics teachers and educators, assessment experts, and administrators. If you would like to participate in the review of the draft of this document, please request that a copy of the document be sent to you for your written reactions and comments. Contact Dr. Portia C. Elliott, Coordinator of Outreach, National Council of Teachers of Mathematics, 1906 Association Drive, Reston. VA 22091-1593, (703) 620-9840, ext. 106.

NCTM's Standards for School Mathematics, K – 12

1988 ◽  
Vol 81 (5) ◽  
pp. 348-351
Author(s):  
Charles S. Thompson ◽  
Edward C. Rathmell
Keyword(s):  
Mathematics Education ◽  
School Districts ◽  
Mathematics Learning ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
State And Local ◽  
K 12 ◽  
National Tests ◽  
Local Levels

The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.

Our Heritage Leads to Future Challenges

1995 ◽  
Vol 1 (8) ◽  
pp. 520-521
Author(s):  
James D. Gates
Keyword(s):  
School Mathematics ◽  
National Council ◽  
Future Challenges ◽  
The Many

The seventy-fifth anniversary of the founding of the National Council of Teachers of Mathematics is being celebrated during 1994-95. We are celebrating the teaching of school mathematics and the many contributions of teachers of mathematics.

NCTM Standards for School Mathematics: Visions for Implementation

1989 ◽  
Vol 20 (5) ◽  
pp. 513-522
Author(s):  
F. Joe Crosswhite ◽  
John A. Dossey ◽  
Shirley M. Frye
Keyword(s):  
School Mathematics ◽  
National Council ◽  
Nctm Standards ◽  
Evaluation Standards ◽  
History Of

We can expect that the release of NCTM's Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics, 1989) (Standards) will become one of those memorable moments that mark the history of our Council. We may remember this event in any of several ways.

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