Communicating Mathematics

1991 ◽  
Vol 84 (8) ◽  
pp. 615-622
Author(s):  
Mary M. Hatfield ◽  
Gary G. Bitter
Keyword(s):  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Curricular Reform ◽  
National Council ◽  
Evaluation Standards ◽  
Learning And Teaching ◽  
Mathematical Sciences ◽  
Oriented Approach

Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.

Assessing Mathematics Learning for Students with Learning Differences

1994 ◽  
Vol 41 (7) ◽  
pp. 371-377
Author(s):  
Lee Cross ◽  
Michael C. Hynes
Keyword(s):  
Instructional Practices ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Learning Differences ◽  
Evaluation Standards ◽  
Assessment Techniques

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) advocate the alignment of the mathematics curriculum with instructional practices and assessment techniques.

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.

Asset-Based Approaches to Equitable Mathematics Education Research and Practice

2018 ◽  
Vol 49 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Sylvia Celedón-Pattichis ◽  
Lunney Lisa Borden ◽  
Stephen J. Pape ◽  
Douglas H. Clements ◽  
Susan A. Peters ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Public Perception ◽  
Mission Statement ◽  
Mathematics Learning ◽  
National Council ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.

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.

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).

Developing Spatial Thinking In The Middle Grades: Designing A Space Station

1990 ◽  
Vol 37 (6) ◽  
pp. 59-63
Author(s):  
Barbara Moses
Keyword(s):  
Elementary School ◽  
Mathematics Curriculum ◽  
Space Station ◽  
Physical World ◽  
School Mathematics ◽  
Spatial Thinking ◽  
National Council ◽  
Elementary School Mathematics ◽  
Geometric Figures ◽  
Spatial Sense

The recently published Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989, 21) clearly states that educators should devote less attention to “ complex paper-andpencil computations” and “rote memorization of rules.” The time currently spent in the elementary school mathematics curriculum on these topics should instead be devoted to other areas, such as geometry and problem solving. Students should “visualize and represent geometric figures with special attention to developing spatial sense” and learn to appreciate “geometry as a means of describing the physical world” (p. 112). But elementary school mathematics textbooks typically contain few activities that deal with the development of spatial sense.

Transition Boards: A Good Idea Made Better

1991 ◽  
Vol 38 (5) ◽  
pp. 4-8
Author(s):  
John T. Sutton ◽  
Tonya D. Urbatsch
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Addition And Subtraction ◽  
School Mathematics Curriculum

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) recognizes that addition and subtraction computations remain an important part of the school mathematics curriculum and recommends that the emphasis be shifted to the understanding of concepts. Transition boards are simple devices to aid students' conceptual understanding.

ONE POINT OF VIEW: We Must Have “Designated Math Leaders” in the Elementary School!

1991 ◽  
Vol 39 (1) ◽  
pp. 7-9
Author(s):  
James V. Bruni
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
Point Of View ◽  
School Mathematics ◽  
School Level ◽  
Leadership Roles ◽  
Evaluation Standards ◽  
Agents Of Change

NCTM's development of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the recent companion document, Professional Standards for Teaching Mathematics (NCTM 1991), is an extraordinary achievement. At a time when many agree that we urgently need change in mathematics education, these sets of standards project an exciting vision of what mathematics learning can be and how all students can develop “mathematical power.” They establish a broad framework to guide reform efforts and challenge everyone interested in the quality of school mathematics programs to work collaboratively to use them as a basis for change. How will we meet this challenge? The Editorial Panel believes that translating that vision into reality at the elementary school level will be possible only if elementary school teachers are involved in taking leadership roles as agents of change.

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.

Activating Assessment Alternatives in Mathematics

1992 ◽  
Vol 39 (6) ◽  
pp. 24-29 ◽  
Author(s):  
David J. Clarke
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Curriculum ◽  
Teaching Program ◽  
Evaluation Standards ◽  
Pencil And Paper ◽  
And Mathematics ◽  
Assessment Strategies

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.

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