Soundoff: Are Teachers Prepared to Implement The Standards?

1990 ◽  
Vol 83 (4) ◽  
pp. 248-251
Author(s):  
Michael B. Fiske
Keyword(s):  
Mathematics Education ◽  
National Research Council ◽  
School Mathematics ◽  
National Commission ◽  
National Council ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Nation At Risk ◽  
Excellence In Education ◽  
Societal Expectations

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) presents a view of precollege mathematics t hat stresses the development of mathematical power. Framed within the context of students' needs, societal expectations, and engaging teaching, the Standards proposes to define the mathematical content of school mathematics. It responds to the crisis in mathematics education described in Everybody Counts: A Report to the Nation on the Future of Mathematics Education (National Research Council 1989), A Nation at Risk (National Commission on Excellence in Education 1983), and Educating Americans for the 21st Century (National Science Board Commission on Precollege Education in Mathematics, Science, and Technology 1983). Although representing a consensus of mathematics educators, the Standards does not present a research basis for its recommendations (NCTM 1988) and thus at times stands at odds with the descriptive accounts of current mathematics teaching practices found in The Underachieving Curriculum (McKnight et al. 1987) and The Mathematics Report Card (Dossey, Mullis, Lindquist, and Chambers 1988). This article examines implications for teaching of explicit and implicit assumptions in the Standards and compares them with other views in the literature.

Research Advisory Committee Report: Mathematics Education Reform and Mathematics Education Research: Opportunities, Obstacles, and Obligations

1990 ◽  
Vol 21 (4) ◽  
pp. 287-292
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
National Research Council ◽  
National Commission ◽  
Committee Report ◽  
National Council ◽  
Nation At Risk ◽  
Education Community ◽  
And Mathematics ◽  
Excellence In Education

The mathematics education community is engaged in a level of refonn activity of remarkable breadth and intensity. This most recent context of educational refom1 was established in the early 1980s, in part through reports such as A Nation at Risk (National Commission on Excellence in Education. 1983). The content-based counterparts of these documents include the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989a), Everybody Coums (National Research Council, 1989), Project 2061: Science for All Americans (American Association for the Advancement of Science, 1989), and the forthcoming Professional Standards for Teaching Mathematics (National Council of Teachers of Mathematics, 1989b).

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.

NCTM's Standards for School Mathematics, K – 12

1988 ◽  
Vol 81 (5) ◽  
pp. 348-351
Author(s):  
Charles S. Thompson ◽  
Edward C. Rathmell
Keyword(s):  
Mathematics Education ◽  
School Districts ◽  
Mathematics Learning ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
State And Local ◽  
K 12 ◽  
National Tests ◽  
Local Levels

The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.

Soundoff: A Case against Computer Symbolic Manipulation in School Mathematics Today

1992 ◽  
Vol 85 (3) ◽  
pp. 180-183
Author(s):  
Bert K. Waits ◽  
Franklin Demana
Keyword(s):  
Mathematics Education ◽  
Computer Algebra ◽  
Graphing Calculators ◽  
School Mathematics ◽  
Computer Algebra Systems ◽  
National Council ◽  
Symbolic Manipulation ◽  
Symbol Manipulation ◽  
Evaluation Standards ◽  
Exploration Tool

The National Council of Teachers of Mathematics and leaders in mathematics education must move vigorously to build a consensus for acceptance of the Curriculum and Evaluation Standards (NCTM 1989). One important assumption of the Curriculum and Evaluation Standards is that all students should use computers and graphing calculators on a regular basis in school mathematics. The symbol-manipulating ability of such computer algebra systems (CAS) as the IBM Math Exploration Tool Kit, Mathematics™, and Derive™ can be used today in school mathematics to do algebra. However, we take exception to the use of computer symbol manipulation in school mathematics today for two important reasons.

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).

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.

A Plan for Assessing the Impact of the NCTM's Agenda for Action

1984 ◽  
Vol 15 (1) ◽  
pp. 3-14
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Significant Part ◽  
National Council ◽  
The Impact

In 1980, the National Council of Teachers of Mathematics (NCTM) published An Agenda for Action: Recommendations for School Mathematics of the 1980s. The Agenda was widely disseminated and represents a significant part of NCTM's effons to influence changes in mathematics education during the current decade.

Editorial

1983 ◽  
Vol 14 (5) ◽  
pp. 306
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
At Risk ◽  
Educational Reform ◽  
American People ◽  
National Commission ◽  
Nation At Risk ◽  
Educational Foundations ◽  
A Nation At Risk ◽  
Excellence In Education ◽  
American Society

In April, the President's National Commission on Excellence in Education released its report, A Nation at Risk: The Imperative for Educational Reform, which portrayed the educational foundations of American society as “being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” According to the commission, “we have, in effect, been committing an act of unthinking, unilateral educational disarmament.” As one of the commissioners has admitted, these apocalyptic words were intended tO grab the fickle attention of headline writers, and through them the American people, who are deemed unable to assimilate a serious message that lasts more than 30 seconds. (Although one might note that attention easily given is easily withdrawn.)

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.

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