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.

Communicating Mathematics

1991 ◽  
Vol 84 (8) ◽  
pp. 615-622
Author(s):  
Mary M. Hatfield ◽  
Gary G. Bitter
Keyword(s):  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Curricular Reform ◽  
National Council ◽  
Evaluation Standards ◽  
Learning And Teaching ◽  
Mathematical Sciences ◽  
Oriented Approach

Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.

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).

Transition Boards: A Good Idea Made Better

1991 ◽  
Vol 38 (5) ◽  
pp. 4-8
Author(s):  
John T. Sutton ◽  
Tonya D. Urbatsch
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Addition And Subtraction ◽  
School Mathematics Curriculum

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) recognizes that addition and subtraction computations remain an important part of the school mathematics curriculum and recommends that the emphasis be shifted to the understanding of concepts. Transition boards are simple devices to aid students' conceptual understanding.

ONE POINT OF VIEW: We Must Have “Designated Math Leaders” in the Elementary School!

1991 ◽  
Vol 39 (1) ◽  
pp. 7-9
Author(s):  
James V. Bruni
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
Point Of View ◽  
School Mathematics ◽  
School Level ◽  
Leadership Roles ◽  
Evaluation Standards ◽  
Agents Of Change

NCTM's development of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the recent companion document, Professional Standards for Teaching Mathematics (NCTM 1991), is an extraordinary achievement. At a time when many agree that we urgently need change in mathematics education, these sets of standards project an exciting vision of what mathematics learning can be and how all students can develop “mathematical power.” They establish a broad framework to guide reform efforts and challenge everyone interested in the quality of school mathematics programs to work collaboratively to use them as a basis for change. How will we meet this challenge? The Editorial Panel believes that translating that vision into reality at the elementary school level will be possible only if elementary school teachers are involved in taking leadership roles as agents of change.

Implementing the Standards: Building key Concepts for Calculus in Grades 7–12

1990 ◽  
Vol 83 (7) ◽  
pp. 532-540
Author(s):  
Elizabeth A. Jockusch ◽  
Patrick J. Mcloughlin
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Key Concepts ◽  
Natural Extensions

The NCTM'S Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) recommends that the mathematics curriculum should include informal explorations of calculus concepts. These concepts can be developed as natural extensions of topics that students have already encountered. The approach should focus on exploring concrete problems in a way designed to build conceptual understanding of key ideas and to offer an introduction to some interesting applications.

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.

Technology Tips: Using a Graphing Utility as a Catalyst for Connections

1997 ◽  
Vol 90 (1) ◽  
pp. 50-56
Author(s):  
Charles Vonder Embse ◽  
Arne Engebretsen
Keyword(s):  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards

One of the most important ideas expressed in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) is that of connections. The Standards document recommends that “the mathematics curriculum should include investigation of the connections and interplay among various mathematical topics and their applications … ”

Geometry and Language—A Natural Connection

1997 ◽  
Vol 3 (8) ◽  
pp. 454-457
Author(s):  
Lionel Pereira-Mendoza
Keyword(s):  
Mathematics Curriculum ◽  
Written Language ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Natural Connection

A quick reading of the literature indicates that the use of language, both written and oral, in mathematics has received a great deal of attention. The importance of language, and of writing in particular, is reflected in such documents as the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). The question facing teachers is not whether oral and written language should be part of the mathematics curriculum but how language can be used effectively.

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.

Communicating in the Languge of Mathematics

1995 ◽  
Vol 1 (6) ◽  
pp. 324-329
Author(s):  
Larry Buschmon
Keyword(s):  
Entire Range ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards

As the classroom mathematics curriculum expands to encompass the entire range of skills included in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), the process by which a student arrives at the answer to a problem becomes as important as the answer itself.

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