How Reform Secondary Mathematics Texts Stack Up against NCTM's Principles and Standards

2001 ◽  
Vol 94 (7) ◽  
pp. 540-589
Author(s):  
Tami S. Martin ◽  
Cheryl A. Hunt ◽  
John Lannin ◽  
William Leonard ◽  
Gerald L. Marshall ◽  
...  
Keyword(s):  
Secondary Mathematics ◽  
School Mathematics ◽  
Content Standards ◽  
Distinctive Features ◽  
Mathematics Curricula ◽  
Principles And Standards

This analysis of the five NSF–funded secondary mathematics curricula describes their alignment with the Process Standards and Content Standards in Principles and Standards for School Mathematics. Distinctive features and examples are included.

Projects

1997 ◽  
Vol 90 (3) ◽  
pp. 254-255
Author(s):  
Sharon Stenglein
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
High School Mathematics Teachers

ln this National Science Foundation (NFS) Teacher Enhancement Project, fifty Minnesota middle school and high school mathematics teachers are collaborating with three Saint Olaf CoUege mathematics professors to integrate inquiry-based geometry and visualization across their secondary mathematics curricula.

Principles and Standards (2002): April 2002

2002 ◽  
Vol 8 (8) ◽  
pp. 482-487
Author(s):  
James E. Tarr
Keyword(s):  
Data Analysis ◽  
Probability Learning ◽  
School Mathematics ◽  
Content Standards ◽  
Instructional Programs ◽  
Learning Expectations ◽  
Basic Concepts ◽  
Principles And Standards ◽  
K 12 ◽  
Standard States

NCTM's Principles and Standards for School Mathematics (2000) identifies Data Analysis and Probability as one of the five content standards for pre-K–12 mathematics and delineates learning expectations at each of four grade bands. This standard places much more emphasis on data analysis than on probability, particularly for grades pre-K through 5. Indeed, only one of the four goals in the standard directly addresses probability, and no probability learning expectations are explicitly stated for grades pre-K through 2. The standard states, however, that “instructional programs from prekindergarten through grade 12 should enable all students to understand and apply basic concepts of probability” (p. 48).

In My Opinion: October 2001

2001 ◽  
Vol 8 (2) ◽  
pp. 70-72
Author(s):  
Tad Watanabe
Keyword(s):  
Primary Grades ◽  
School Mathematics ◽  
Big Ideas ◽  
Mathematics Curricula ◽  
Principles And Standards ◽  
Difficult Issue

As the statement above shows, Principles and Standards for School Mathematics (NCTM 2000) calls for focused and cohesive school mathematics curricula. To create such curricula, we must make hard decisions about what topics to include and what to remove from the curricula. What, then, are the “big ideas” in mathematics for primary grades? The current crowded state of primary curricula is the result of our inability to make hard decisions. It is about time that we tackle this difficult issue.

Understanding Transformations of Periodic Functions through Art

2001 ◽  
Vol 94 (8) ◽  
pp. 632-635
Author(s):  
Syrilda Miller
Keyword(s):  
Core Curriculum ◽  
School Mathematics ◽  
Professional Organizations ◽  
Content Standards ◽  
Periodic Functions ◽  
Curriculum Content ◽  
Principles And Standards

The use of interdisciplinary units can satisfy requirements found not only in the NCTM's Principles and Standards for School Mathematics (2000) but also in such state guidelines as New Jersey's Core Curriculum Content Standards. The secret to developing connected curricula is to use professional connections, which include many resources: professional organizations, teachers, and your own students.

What influence will the new Principles and Standards for School Mathematics (2000) have?

2000 ◽  
Vol 31 (4) ◽  
pp. 394-395
Author(s):  
Judith T. Sowder
Keyword(s):  
Annual Meeting ◽  
Research Community ◽  
School Mathematics ◽  
The Public ◽  
Principles And Standards

The new NCTM Principles and Standards for School Mathematics (2000) were presented to the public with great fanfare at the NCTM Annual Meeting in Chicago in April of this year. The mood was celebratory, perhaps even more so than when the 1989 Standards were presented. How will these new Principles and Standards be accepted? What influence will they have? Are there messages here to which the research community ought to be attending?

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