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.

NCTM Standards for School Mathematics: Visions for Implementation

1989 ◽  
Vol 37 (3) ◽  
pp. 55-60
Author(s):  
F. Joe Crosswhite ◽  
John A. Dossey ◽  
Shirley M. Frye
Keyword(s):  
School Mathematics ◽  
National Council ◽  
Nctm Standards ◽  
History Of

We can expect that the release of NCTM' Curriculum and Evalution 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 everal ways.

Implementing the Curriculum and Evaluation Standards: What Will Implementation Take?

1991 ◽  
Vol 84 (6) ◽  
pp. 442-478
Author(s):  
Ruth E. Parker
Keyword(s):  
Real World ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
The Real ◽  
Short Answer ◽  
Mathematics Educators ◽  
Mathematics Student ◽  
History Of ◽  
Culture Of School

A long history of traditions has grown up around what is meant by a good mathematics teacher and a good mathematics student. As many educators recognize, however, those traditions have little in common with mathematics in the world of the 1990s. Mathematics as it is used in the real world is not about the memorization of theorems or rote procedures for getting right answers. It is not about performing well on multiplechoice or short-answer tests under time constraints. “At the heart of mathematics is the search for sense and meaning, order and predictability. Mathematics is the study of patterns and relationships” (Richardson and Salkeld, in press). The challenge for mathematics educators is to align the culture of school mathematics with the culture of mathematics in the real world. With its publication of the Curriculum and Evaluation S tandards for School Mathematics (1989), the National Council of Teachers of Mathematics (NCTM) established the direction for such mathematics reform.

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.

The NCTM Standards—Challenges for All Classrooms

1989 ◽  
Vol 36 (9) ◽  
pp. 4-7
Author(s):  
Shirley M. Frye
Keyword(s):  
School Mathematics ◽  
Committee Meeting ◽  
Nctm Standards ◽  
Evaluation Standards

Just as the Curriculum and Evaluation Standards for School Mathematics generates excitement among our member and colleagues, the document also engender questions from them. Educators and colleagues have asked questions about the standards and the implementing procedure at conference and committee meeting, through the mail, on the telephone, and in personal conversations. From those submitted or posed. I have selected some typical questions to which to respond.

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.

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.

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.

Mathematics as Current Events

1993 ◽  
Vol 86 (2) ◽  
pp. 114-116
Author(s):  
Mary F. Klein
Keyword(s):  
History Of Mathematics ◽  
School Mathematics ◽  
Focus Attention ◽  
Evaluation Standards ◽  
Current Events ◽  
History Of ◽  
The Impact

The Curriculum and Evaluation Standards for School Mathematics (NCTM1989) lists “learning to value mathematics” as one goal for students. The intent of this goal is “to focus attention on the need for student awareness of the interaction between mathematics and the historical situations from whkh it has developed and the impact that interaction has on our culture and our lives.” One way to reach this goal is to study the history of mathematics; another way is to study current events and see mathematics in the making

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.

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