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.

Implementing The Standards: Evaluation: A New Vision

1991 ◽  
Vol 84 (4) ◽  
pp. 276-284
Author(s):  
Frank K. Lester ◽  
Diana Lambdin Kroll
Keyword(s):  
Instructional Practices ◽  
Evaluation Process ◽  
School Mathematics ◽  
Curriculum Standards ◽  
Evaluation Standards ◽  
Evaluation Program ◽  
Testing Procedures ◽  
Mathematics Program ◽  
New Vision

Teaching according to the vision of the NCTM's Curriculum and Evaluation Standards will involve numerous changes in the content and instruction of the school mathematics program. Moreover, this vision will also require a change in testing procedures and methods for evaluating the effectiveness of instructional practices (Clarke, Clarke, and Lovitt 1990; EQUALS and California Mathematics Council 1989; NAEP 1987; NCTM 1989). As is pointed out in NCTM's curriculum standards, an evaluation program that is properly aligned with the proposed curriculum standards can no longer use only written tests. Calculators, computers, and manipulatives must be included in the evaluation process.

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.

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.

Promising Research: The World's Largest Math Event: Promoting Mathematical Thinking

1999 ◽  
Vol 5 (7) ◽  
pp. 430-432
Author(s):  
Daniel J. Brahier ◽  
Melfried Olson
Keyword(s):  
United States ◽  
Real World ◽  
Mathematical Thinking ◽  
The United States ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The World

The Great Sphinx in Egypt is about 73.2 m (240 ft.) long, including the paws, which are each 15.3 m (50 ft.) long. Would one of its paws fit in a typical classroom? Would it fit in the school hallway? If the 90 800 kg (200 000 lbs.) of copper sheeting that make up the Statue of Liberty were melted down into pennies, how many pennies could be produced? How high would the pennies stand if they were stacked on one another? In which city and state would you find the world's largest ball of twine? Where would you find the world's largest catsup bottle? Such questions were the focus of the World's Largest Math Event 4— Landmarks: Seeing the World by Numbers— in April 1998. All over the United States and throughout the world, tens of thousands of students, from kindergarten through college, participated in the event. With the emphasis that the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) places on having students use real-world phenomena as a context for the study of mathematics, the World's Largest Math Event is a popular program.

Links to Literature: A Different Angle for Integrating Mathematics

1995 ◽  
Vol 1 (5) ◽  
pp. 288-293
Author(s):  
Jocquelin Smith
Keyword(s):  
Children's Literature ◽  
Language Arts ◽  
Mathematics Instruction ◽  
Children’S Literature ◽  
Learning Experiences ◽  
Primary Grades ◽  
School Mathematics ◽  
Integrated Instruction ◽  
Evaluation Standards

Quality children's literature has become an important vehicle for integrating learning experiences in the primary grades. This development has been especially true for the language arts, where integrated instruction within and between the separate disciplines has been more widely practiced. Although the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) addresses this issue in Standard 2: Mathematics as Communication for grades K-4, the art of integration has often eluded mathematics instruction.

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.

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.

Assessing Mathematics Learning for Students with Learning Differences

1994 ◽  
Vol 41 (7) ◽  
pp. 371-377
Author(s):  
Lee Cross ◽  
Michael C. Hynes
Keyword(s):  
Instructional Practices ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Learning Differences ◽  
Evaluation Standards ◽  
Assessment Techniques

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) advocate the alignment of the mathematics curriculum with instructional practices and assessment techniques.

Implementing the Professional Standards for Teaching Mathematics: Sharing, Supporting, Risk Taking: First Steps to Instructional Reform

1992 ◽  
Vol 85 (6) ◽  
pp. 466-470
Author(s):  
Steven J. Leinwand
Keyword(s):  
Risk Taking ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Curriculum Standards ◽  
Instructional Reform ◽  
Evaluation Standards ◽  
Teaching Standards

For many of us, the Professional Standards for Teaching Mathematics (NCTM 1991) represents a much scarier and much more intimidating vision of school mathematics than its predecessor, the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Accordingly, implementing the teaching standards will require different strategies from those being used or proposed to implement the curriculum standards.

Sharing Teaching Ideas: A Mathematical Investigation of Quality Control

1995 ◽  
Vol 88 (3) ◽  
pp. 200-202
Author(s):  
Richard T. Edgerton
Keyword(s):  
Quality Control ◽  
Real World ◽  
School Mathematics ◽  
Curriculum Standards ◽  
Evaluation Standards ◽  
Mathematical Investigation ◽  
Teaching Ideas ◽  
Real World Problems

One way to apply the principles of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) is to use real-world problems. The curriculum standards are enacted as students develop “mathematical power” while they communicate, reason, and make connections within and outside mathematics.

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