Reconsidering the 1980s: What Should Not Be in the Algebra and Geometry Curricula of Average College-Bound Students?

2006 ◽  
Vol 100 (5) ◽  
pp. 78-79
Author(s):  
Zalman Usiskin
Keyword(s):  
Mathematics Education ◽  
Mathematics Courses ◽  
Grade Levels ◽  
Retrospective View ◽  
College Bound Students

This article gives a retrospective view on major changes in mathematics education the last 25 years. It notes increased enrollment in higher mathematics courses, earlier grade levels at which algebra and geometry are taken, multiplicity of standards and assessments. The author looks back on his recommendation given in 1980 and presents his assessment of their validity under current conditions.

Why Elementary Algebra Can, Should, and Must Be an Eighth-Grade Course for Average Students

1987 ◽  
Vol 80 (6) ◽  
pp. 428-438 ◽  
Author(s):  
Zalman Usiskin
Keyword(s):  
Mathematics Education ◽  
Secondary Mathematics ◽  
Ninth Grade ◽  
Eighth Grade ◽  
First Year ◽  
National Council ◽  
Seventh Grade ◽  
Elementary Algebra ◽  
Grade Levels ◽  
One Year

Elementary or first-year algebra is the keystone subject in all of secondary mathematics. It is formally studied by students from grade levels as early as seventh grade and as late as college, but begun and completed more often in ninth grade than at any other time. The main purpose of this article is to question that timing. The conclusion to be argued here is that most students should begin the study of algebra one year earlier than they now do. This conclusion is contrary to a recommendation currently subscribed to by the National Council of Teachers of Mathematics and to the views of a number of leaders in mathematics education. I attempt to show here that these leaders have been misguided.

scholarly journals Using Technology in Elementary Mathematics Teacher Education: A Sociocultural Perspective

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Sergei Abramovich ◽  
Michael L. Connell
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Elementary Mathematics ◽  
Traditional Approach ◽  
Mathematics Teacher Education ◽  
General Purpose ◽  
Computer Applications ◽  
Grade Levels ◽  
Integral Role ◽  
Economic Constraints

A central tenet of mathematics education reform is the integral role of technology at all grade levels. The current technological changes combined with the changes in the mathematics content and instructional method require elementary mathematics teachers to be able to design technology intensive lessons for exploration and discovery of these concepts through appropriate computer applications. In actual practice, however, most computer applications provided for mathematics education consist of software designed for a specific educational purpose: the solution in a can scenario. Furthermore, economic constraints often stand in the way of incorporating such special purpose software into an instructional setting. In this paper we will discuss an alternative to this traditional approach which shifts the instructional focus specific computer applications to more sophisticated uses of general purpose software. In particular educational uses of spreadsheets will be developed as an exemplar for this approach.

A report of the NCTM committee on the low achiever

1968 ◽  
Vol 15 (7) ◽  
pp. 661-662
Author(s):  
Kenneth J. Travers ◽  
Paul S. Jorgensen
Keyword(s):  
Mathematics Education ◽  
Board Of Directors ◽  
Guidance Counselors ◽  
Point Of View ◽  
Annual Reports ◽  
Grade Levels ◽  
Learning Mathematics

One committee of the NCTM-the Committee on Mathematics for the NonCollege- Bound (MNCB)-devotes its time to the problems of students at all grade levels who are having difficulty in learning mathematics. A predominant point of view of the committee was summed up in one of its annual reports to the NCTM Board of Directors. In that report it was recognized that the problem of the low-achieving student is an extremely complex one whose solution calls on the creative talents not only of teachers but also of mathematicians, psychologists, sociologists, guidance counselors, and other specialists concerned with mathematics education.

It Doesn't Add Up: African American Students' Mathematics Achievement

1997 ◽  
Vol 28 (6) ◽  
pp. 697-708 ◽  
Author(s):  
Gloria Ladson Billings
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
School Reform ◽  
Mathematics Teaching ◽  
Mathematical Thinking ◽  
Leadership Role ◽  
Reform Effort ◽  
Grade Levels ◽  
American Students ◽  
The U.S

Mathematics education has been heralded for its leadership role in the U.S. school reform effort (Stein, Grover,&Henningsen, 1996; Grant, Peterson, & Shojgreen- Downer, 1996). Prominent in the reform of mathematics education is the call for students not merely to memorize formulas and rules and apply procedures but rather to engage in the processes of mathematical thinking, that is, to do what mathematicians and other professional users of mathematics do. The revamped mathematics education program is based on engaging students in problem posing and problem solving rather than on expecting rote memorization and convergent thinking. These changes in mathematics education suggest that mathematics teaching must build on students' learning and on their ability to pose and solve problems previously considered too difficult for their age-grade levels (Carpenter&Fennema, 1988; Fennema, Franke, Carpenter,&Carey, 1993).

Focal Points—What's Next for You?

2007 ◽  
Vol 13 (1) ◽  
pp. 4
Author(s):  
Francis Fennell
Keyword(s):  
Mathematics Education ◽  
School District ◽  
Grade Level ◽  
Curricular Reform ◽  
Focal Points ◽  
Local School District ◽  
Local School ◽  
Grade Levels ◽  
State And Local ◽  
Grade 8

NCTM's Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence was published in 2006. Change, or reform, has been something we in mathematics education have been involved with for decades—some would say since Sputnik, or for half a century. The intent of Curriculum Focal Points is to begin a dialogue relative to curricular reform at the pre-K–8 level, paying particular attention to state and local school district curricular frameworks. Some state frameworks contain over 100 outcomes at each grade level. What's a teacher to do? What's really important at these grade levels?

scholarly journals Gaining Entrepreneurship Skills with the Activities Designed Related to Primary School Mathematics Curriculum: The Case of Turkey

2020 ◽  
Vol 13 (2) ◽  
pp. 93-112
Author(s):  
Elif Nur AKKAŞ ◽  
Murat TARHAN ◽  
Ülkü AYVAZ
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Process Data ◽  
Five Dimensions ◽  
Primary School Mathematics ◽  
Grade Levels ◽  
Analysis Process ◽  
School Mathematics Curriculum

Abstract: The aim of this study is to gain entrepreneurship skills with activities in mathematics education. With this aim, the Primary School Mathematics Curriculum was examined by the researchers. In this process, data were collected using a document review form developed by the researchers within the framework of Tarhan (2019a). According to this framework, entrepreneurship education includes five dimensions, namely business idea, finance, product design and production, promotion and marketing, investment. Obtained data was analyzed by document analysis method. Through the analysis process, the objectives of the program related to the entrepreneurial skills were determined and the activities were designed in line with these objectives. As a result, it was determined that the activities prepared in order to gain entrepreneurship skills in the Primary School Mathematics Curriculum were not compatible with each grade level and each learning domain. This suggests that some of the objectives are not compatible for gaining entrepreneurship skills. Therefore, any activities could be designed related to objectives and learning domains at some of the grade levels. Moreover, it was also found that there were any studies in mathematics education involving the creation and application of mathematical activities by addressing entrepreneurship elements systematically (dimension, subject, skill, value).

scholarly journals Exploring New PLTL Modalities, Forging New Alliances

2021 ◽  
Vol 1 (1) ◽  
pp. 44-54
Author(s):  
Nadia Kennedy ◽  
◽  
Ariane Masuda
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Student Support ◽  
Study Groups ◽  
Peer Leaders ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
And Training

This essay focuses on rethinking and reimagining elements of a PLTL program, and on the new modalities to meet challenges of online undergraduate mathematics courses and rising demands for flexible student support. It examines advantages and challenges as found in the Integrated PLTL and Virtual Peer-Led Mathematics Study Groups, including issues such as meeting protocols, and the selection and training of peer leaders. Finally, it discusses an alliance with the college’s mathematics education program, which allows the PLTL program to draw on senior prospective teachers to co-organize and facilitate virtual study groups supporting undergraduate mathematics courses.

The How, What, Why, and When of Teaching Mathematics in the K-12 Inclusive Classroom

2020 ◽  
pp. 1-20
Author(s):  
Veena Paliwal ◽  
Angela C. Fain
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Mathematical Thinking ◽  
Inclusive Classroom ◽  
Teaching Mathematics ◽  
Mathematics Courses ◽  
Career Opportunities ◽  
Mathematics Difficulties ◽  
Academic Courses ◽  
K 12

Research has shown that a better understanding of mathematics education in the K-12 classrooms with an emphasis on meeting the needs of students with mathematics difficulties in an inclusive setting is crucial. Unfortunately, there is limited literature available for teachers, parents, and educators to prepare them for teaching mathematics in an inclusion setting. This chapter provides an in-depth discussion on how students' understanding and mathematical thinking, reasoning, and sense directly correlate to achievement in mathematics courses, higher-level academic courses, and in-career opportunities. This chapter provides researchers, scholars, educators, parents, and students an invaluable resource and deeper insight for understanding how effective mathematics instruction can benefit all students in an inclusive classroom.

Forum on teacher preparation: Pedagogy in elementary mathematics education—time for a change

1970 ◽  
Vol 17 (7) ◽  
pp. 605-611
Author(s):  
John F. Leblanc
Keyword(s):  
Elementary School ◽  
Teacher Preparation ◽  
Mathematics Education ◽  
Elementary Mathematics ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Methods Course ◽  
Mathematics Courses ◽  
Elementary Mathematics Education ◽  
General Method

The typical elementary school teacher of 1970 has been prepared as a general elementary school teacher. She may have had no other preparation to teach mathematics than a methods course; at worst, only a few weeks in a general method course; at best, a couple mathematics courses and a three-credit course in methods. Whatever her preparation, the typical teacher follows the textbook with a fair amount of vigor. This is not to be critical of the teacher since she also teaches six to ten other subjects. It can be said, however, that ordinarily she does not have a clear picture nor understanding of what she is trying to do in mathematics.

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