Implementing The Standards: Beginning To Implement The Standards In Grades 7–12

1989 ◽  
Vol 82 (6) ◽  
pp. 427-430
Author(s):  
Harold L. Schoen
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
School Setting ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Exciting Time ◽  
Made In

Now is an exciting time to be a mathematics teacher! One major reason is that technology has developed to the point that we must reconsider what mathematics should be taught and in what way. The position of the NCTM concerning this and other curricular issues can be found in Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989). The Standards document is a fairly specific set of curricular recommendations (standards) with examples of content and teaching scenarios that illustrate concretely the meaning of each standard, but it is not a set of course descriptions or a list of behavioral objectives. No attempt is made in the document to describe exactly how to implement the standards in a given school setting, so not surprisingly, many mathematics teachers are seeking more specific ideas for implementation

scholarly journals Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher

2020 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicole Parker ◽  
Janet Breitenstein ◽  
Cindy Jones
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
Mathematical Understanding ◽  
Disciplinary Literacy ◽  
School Mathematics ◽  
Instructional Techniques ◽  
Literacy Strategies ◽  
And Performance

Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance. 

Thanks from the Editorial Panel

2018 ◽  
Vol 111 (7) ◽  
pp. 558-559
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Mathematics ◽  
High School Mathematics ◽  
College And University ◽  
Mathematics Educators ◽  
High School Mathematics Teachers

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include high school mathematics teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated.

Implementing the Curriculum and Evaluation Standards: First-Year Algebra

1991 ◽  
Vol 84 (9) ◽  
pp. 715-722
Author(s):  
Judith Kysh
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
First Year ◽  
Evaluation Standards ◽  
Secondary School Mathematics

Fans of Dr. Doolittle may recall his famous fictional beast, the Push-Me-Pull-You. It had heads at both ends but never knew which way to go. Many secondary school mathematics teachers feel as though they are trying to ride one of these creatures when they examine the NCTM's Curriculum and Evaluation Standards (1989) and then turn around to consider the institutional demands of their schools and local universities.

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.

Coordinate Geometry: A Powerful Tool for Solving Problems

1990 ◽  
Vol 83 (4) ◽  
pp. 264-268
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Standards ◽  
Problem Situations ◽  
Coordinate Geometry

In calling for reform in the teaching and learning of mathematics, the Curriculum and Evaluation Standards for School Mathematics (Standards) developed by NCTM (1989) envisions mathematics study in which students reason and communicate about mathematical ideas that emerge from problem situations. A fundamental premise of the Standards, in fact, is the belief that “mathematical problem solving … is nearly synonymous with doing mathematics” (p. 137). And the ability to solve problems, we are told, is facilitated when students have opportunities to explore “connections” among different branches of mathematics.

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.

Thanks from the Editorial Panel

2019 ◽  
Vol 112 (7) ◽  
pp. 558-559
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Mathematics ◽  
High School Mathematics ◽  
College And University ◽  
Mathematics Educators ◽  
High School Mathematics Teachers

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include high school mathematics teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated.

Implementing The Standards: Students' Microcomputer-Aided Exploration in Geometry

1990 ◽  
Vol 83 (8) ◽  
pp. 628-635
Author(s):  
Daniel Chazan
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematical Structure ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Mathematical Connections ◽  
Teachers And Students ◽  
K 12

Four important themes presented in the K–12 Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989) are mathematics as problem solving, mathematics as communication, mathematics as reasoning, and mathematical connections. The high school component also stresses mathematical structure. Furthermore, the Standards calls for new roles for teachers and students and suggests that microcomputer technology can help support teachers and students in taking on these new roles.

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