Implementing the “Professional Standards for Teaching Mathematics”: Applying the Standards to the College Mathematics Classroom: Ideas and Obstacles

1993 ◽  
Vol 86 (9) ◽  
pp. 744-747
Author(s):  
Mary Kim Prichard
Keyword(s):  
Mathematics Teaching ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
College Level ◽  
College And University ◽  
University Mathematics ◽  
New Vision

This assumption that how teachers teach mathematics is fundamentally connected with how they learned it underlies the first standard of the “Standards for the Professional Development of Teachers of Mathematics.” This standard, Experiencing Good Mathematics Teaching, focuses on the role of the college and university mathematics professors in the process of reforming school mathematics teaching. It is essential that mathematics teacher educators invite and encourage college-level mathematics faculty to join them in implementing the teaching standards. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) present a new vision of school mathematics. Mathematics courses and programs of study in colleges and universities should share in this vision.

Professional Development: Teachers' Communication and Collaboration Keys to Student Achievement

1995 ◽  
Vol 1 (6) ◽  
pp. 454-458
Author(s):  
Helene J. Sherman ◽  
Thomas Jaeger
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Educational Reform ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Professional Satisfaction ◽  
Evaluation Standards ◽  
Instructional Changes

The curriculum and evaluation standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) have served as both stimuli for, and responses to, numerous formal and informal programs, conferences, and conversations calling for educational reform and improvement in mathematics teaching. After all the plans are drawn and all the objectives are written, however, reform is most likely to occur and make a lasting difference when teachers are aware of the need for improvement, have a voice in planning it, and derive a real sense of professional satisfaction from implementing the instructional changes.

Promoting Mathematical Discourse: Learning from Classroom Examples

1999 ◽  
Vol 4 (4) ◽  
pp. 216-222 ◽  
Author(s):  
Azita Manouchehri ◽  
Mary C. Enderson
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Mathematical Discourse ◽  
Professional Standards ◽  
Reform Movement ◽  
Teaching Mathematics ◽  
Directed Attention ◽  
Mathematical Inquiry ◽  
Mathematics Classrooms ◽  
New Vision

The NCTM's Professional Standards for Teaching Mathematics (1991) has directed attention to “discourse” in the mathematics classroom. This document recommends that mathematics instruction should promote students' discourse by orchestrating situations in which each individual's thinking is challenged and by asking students to clarify and justify ideas. “Discourse,” as described by the Standards document, highlights the way in which knowledge is constructed and exchanged in the classroom (Ball 1992). Teaching mathematics from the perspective of developing mathematical discourse requires building a new vision for mathematics classrooms and poses a major challenge for mathematics teachers at all levels. This challenge was recognized by D'Ambrosio (1995). She identified the need to build environments in which students construct a “personal relationship” with mathematics as one of the most important requirements for promoting and sustaining the type of discourse envisioned by the reform movement. In such environments, students engage in authentic mathematical inquiry; act like mathematicians as they explore ideas and concepts; and negotiate the meanings of, and the connections among, those ideas with others in class (D'Ambrosio 1995).

Implementing the Professional Standards For Teaching Mathematics: Teachers Building on Students' Thinking

1992 ◽  
Vol 39 (7) ◽  
pp. 32-37 ◽  
Author(s):  
Carolyn A. Maher ◽  
Amy M. Martino ◽  
Susan N. Friel
Keyword(s):  
Learning Environments ◽  
Mathematics Teachers ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
New Vision ◽  
Insight Into

Teaching mathematics from the perspective of developing in students “mathematical power” (NCTM 1989) requires the building of a new vision for learning that focuses on thinking and reasoning. This endeavor draws on many complex and interrelated domains of knowledge. The reasons some teachers are more successful than others in facilitating thoughtful mathematical learning environments are varied and intricate. Perhaps a look at classroom sessions in which students are thoughtfully engaged in doing mathematics might lend further insight into what it means to pay attention to the thinking of students as they are engaged in doing mathematics and what it means to build on students thinking. (For a discussion of what is meant by doing mathematics, see Davis and Maher [1990] and Maher, Davis, and Alston [1991a].)

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.

Animating Geometry with Flexigons

1994 ◽  
Vol 87 (8) ◽  
pp. 602-606
Author(s):  
Ruth McClintock
Keyword(s):  
Language Skills ◽  
School Mathematics ◽  
Professional Standards ◽  
Physical Models ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Grade Levels ◽  
Conversation Piece

Viewing mathematics as communication is the second standard listed for all grade levels in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This emphasis underscores the need for nurturing language skills that enable children to translate nonverbal awareness into words. One way to initiate discussion about mathematical concepts is to use physical models and manipulatives. Standard 4 of the Professional Standards for Teaching Mathematics (NCTM 1991) addresses the need for tools to enhance discourse. The flexigon is a simple and inexpensive conversation piece that helps students make geometric discoveries and find language to share their ideas.

Standards-Based Teaching: Alive and Well in Portugal

2001 ◽  
Vol 6 (9) ◽  
pp. 538-542
Author(s):  
Iris DeLoach Johnson
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Large Scale ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematics Reform ◽  
Reform Movements ◽  
Mathematics Teaching And Learning ◽  
Principles And Standards

NCTM'S Professional Standards for Teaching Mathematics (1991) emphasizes that teachers are “the key” to changing mathematics teaching and learning. Given that mathematics reform movements have never brought about “large-scale changes in teachers' behavior and teaching practices” (Hitch 1990, p. 2), Willis (1992) lamented that “whether the standards will actually produce sweeping changes in the way mathematics is taught and learned in U.S. classrooms remains to be seen” (p. 1). With Principles and Standards for School Mathematics (NCTM 2000), we continue to ask the vital question, How can we induce teachers to implement the Standards?

Interpreting the Standards: Translating Principles into Practice

1997 ◽  
Vol 4 (4) ◽  
pp. 202-205
Author(s):  
Deborah E. Schifter ◽  
Deborah Carey O'Brien
Keyword(s):  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Mathematics Pedagogy ◽  
Student Centered ◽  
Evaluation Standards

Since the publication of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991). such phrases as “mathematics should be taught for understanding.” “teachers should facilitate the construction of mathematical concepts,” and “classrooms should be student centered” have become identified with a reformed mathematics pedagogy.

Mathematics Teaching Today

2009 ◽  
Vol 15 (7) ◽  
pp. 400-403
Author(s):  
Tami S. Martin ◽  
William R. Speer
Keyword(s):  
Student Learning ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
High Quality ◽  
Improving Student Learning

Features, consistent messages, and new components of Mathematics Teaching Today: Improving Practice, Improving Student Learning (NCTM 2007), an updated edition of Professional Standards for Teaching Mathematics (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing, supervising, and improving mathematics teaching; and outlines guidelines for the education and continued professional growth of teachers.

For Your Information: May 2008

2008 ◽  
Vol 101 (9) ◽  
pp. 695-697
Keyword(s):  
Student Learning ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Success For All ◽  
Teaching Mathematics ◽  
National Council ◽  
Standards Documents ◽  
Improve Student Learning ◽  
Learning And Achievement

In its 1989 and 2000 standards documents, the national council of teachers of mathematics (nctm) describes a vision of mathematics curriculum to ensure success for all students. However, “more than curriculum standards documents are needed to improve student learning and achievement. Teaching matters” (p. 3). In that spirit, nctm delivers the rest of the picture—mathematics teaching today, a revision of the 1991 professional standards for teaching mathematics.

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