The NCTM High School Curriculum Project: Why It Matters to You

2009 ◽  
Vol 103 (3) ◽  
pp. 164-166
Author(s):  
W. Gary Martin
Keyword(s):  
High School ◽  
Problem Solving ◽  
School Curriculum ◽  
School Mathematics ◽  
Sense Making ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Future Success ◽  
Curriculum Project ◽  
Principles And Standards

The message of Focus in High School Mathematics: Reasoning and Sense Making, NCTM's new (2009) publication on high school mathematics, is simple: Reasoning and sense making provide a focus for high school mathematics that will give students a foundation for their future success. This focus continues NCTM's emphasis on mathematical processes that stretches back to the central emphasis placed on problem solving in An Agenda for Action (NCTM 1980) and forward to the Process Standards of Principles and Standards for School Mathematics (NCTM 2000).

A Problem-solving Component for Junior High School Mathematics

1986 ◽  
Vol 34 (2) ◽  
pp. 14-17
Author(s):  
Roger P. Day
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Eighth Graders ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Mind Set

While teaching junior high school mathematics at the Stavanger American School in Norway. I sensed the need to challenge the students' perceptions of mathematics. The seventh and eighth graders seemed most concerned with producing correct answers. They saw little need for questioning, evaluating, checking, and comparing. They simply wanted to be shown “how to do it.” I set out to implement a problem-solving component within the structure of the junior high school curriculum that would alter this. “right-wrong-produce an anwer” mind set. This article reports my experience and sets forth ideas that may work for you.

Call for Manuscripts: 2012 Focus Issue: Fostering Flexible Mathematical Thinking(2)

2011 ◽  
Vol 104 (7) ◽  
pp. 556
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Structure ◽  
School Mathematics ◽  
Sense Making ◽  
High School Mathematics ◽  
The Many ◽  
Mathematics Reasoning

Flexible mathematical thinking—the ability to generate and connect various representations of concepts—is useful in understanding mathematical structure and variation in problem solving. Of the many important reasoning habits listed in NCTM's Focus in High School Mathematics: Reasoning and Sense Making (2009, pp. 9–10), four habits complement flexible mathematical thinking:

Sound Off!: Beyond Topics: Benchmarks for Judging a High School Curriculum

2011 ◽  
Vol 104 (7) ◽  
pp. 486-488
Author(s):  
Al Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
The Subject

In a recent “Sound Off” in Mathematics Teacher, Robert Reys and Rustin Reys (2009) contrasted two curricular approaches, what they called “subjectbased” and “integrated.” They came down heavily in favor of the latter, arguing that many of the difficulties that students have with high school mathematics are consequences of the subject–based organization.

Call for Manuscripts: 2012 Focus Issue: Fostering Flexible Mathematical Thinking

2011 ◽  
Vol 104 (6) ◽  
pp. 476
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Structure ◽  
School Mathematics ◽  
Sense Making ◽  
High School Mathematics ◽  
The Many ◽  
Mathematics Reasoning

Flexible mathematical thinking—the ability to generate and connect various representations of concepts—is useful in understanding mathematical structure and variation in problem solving. Of the many important reasoning habits listed in NCTM's Focus in High School Mathematics: Reasoning and Sense Making (2009, pp. 9–10), four habits complement flexible mathematical thinking:

Let's Face the Facts

1937 ◽  
Vol 30 (2) ◽  
pp. 56-62
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Great Mass

For a generation there has been con siderable ferment with respect to the place and content of mathematics in the high school curriculum. Two central issues have been prominent: (1) Does mathematics as now taught constitute a more suitable content for the education of the great mass of high school pupils than other subject matter which might be substituted in its place? (2) Should thecontentof high school mathematics be thoroughly re-organized?

Interpretation of “College Preparation” by Individual Teachers of High School Mathematics

1947 ◽  
Vol 40 (8) ◽  
pp. 377-380
Author(s):  
H. C. Trimble
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Reform ◽  
Representative Sample ◽  
College Preparation ◽  
College Teaching ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum

The idea that pressure from the colleges has been a serious obstacle in the way of curriculum reform in the high school is a familiar one. Last spring I had an opportunity to visit a representative sample of Iowa high schools. Because I am employed in college teaching, and because I have heard so much about college domination of high school curriculum, I kept looking for evidences of the influence of the college in shaping the thinking of high school people.

2012 Focus Issue: Fostering Flexible Mathematical Thinking

2010 ◽  
Vol 103 (9) ◽  
pp. 626
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Structure ◽  
School Mathematics ◽  
Sense Making ◽  
High School Mathematics ◽  
The Many ◽  
Mathematics Reasoning

Flexible mathematical thinking—the ability to generate and connect various representations of concepts—is useful in understanding mathematical structure and variation in problem solving. Of the many important reasoning habits listed in NCTM's Focus in High School Mathematics: Reasoning and Sense Making (2009, pp. 9–10), four habits complement flexible mathematical thinking.

Call for Manuscripts: 2012 Focus Issue – Fostering Flexible Mathematical Thinking

2011 ◽  
Vol 104 (8) ◽  
pp. 607
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Structure ◽  
School Mathematics ◽  
Sense Making ◽  
High School Mathematics ◽  
The Many ◽  
Mathematics Reasoning

Flexible mathematical thinking—the ability to generate and connect various representations of concepts—is useful in understanding mathematical structure and variation in problem solving. Of the many important reasoning habits listed in NCTM's Focus in High School Mathematics: Reasoning and Sense Making (2009, pp. 9–10), four habits complement flexible mathematical thinking:

The Double Track Plan of High School Mathematics

1943 ◽  
Vol 36 (2) ◽  
pp. 57-61
Author(s):  
Harl R. Douglass
Keyword(s):  
High School ◽  
School Curriculum ◽  
School Mathematics ◽  
College Preparatory ◽  
School Age ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Quarter Century ◽  
Prep Schools ◽  
Double Track

The prevailing high school curriculum in mathematics was formulated very much much as it now exists in the quarter century immediately following the Civil War—1865-1890. In 1890 there were about 250,000 boys and girls in high school—about one in ten of all youth of high school age. Less than three percent of young people were graduating from high school between 1880 and 1890. High schools were almost always looked upon as “prep” schools for “getting” the “bright boys” ready for college. The present high school curriculum in high school mathematics was built for those few who went on—the alber pupils, the college preparatory pupil, the future engineer, physicist, and teacher.

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