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.

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.

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).

Editorial: Welcome to Our Sampler: Emerging Programs for the First Two Years of High School

1995 ◽  
Vol 88 (8) ◽  
pp. 630
Author(s):  
Rheta N. Rubenstein
Keyword(s):  
Secondary School ◽  
Core Curriculum ◽  
School Administrators ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Content Standards ◽  
School Students ◽  
Specific Content ◽  
Evaluation Standards ◽  
Problem Solvers

In the late 1980s we challenged ourselves as a profession to meet the goals described in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). We envisioned programs that would “encourage and enable students to value mathematics, gain confidence in their own mathematical ability, become mathematical problem solvers, communicate mathematically, and reason mathematically” (NCTM 1989, 123). In particular, for secondary school students we sought to present a core curriculum consisting of a common body of mathematical ideas accessible to all students. These visions were further detailed in the specific content standards, in the Professional Standards for Teaching Mathematics (NCTM 1991), in an assortment of Addenda books, and, this past spring, in the Assessment Standards for School Mathematics (NCTM 1995). For many people, however, among them teachers, parents, students, and school administrators, these Standards documents were merely visions, perhaps even pipe dreams.

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?

scholarly journals Pharmacogenomics courses in pharmacy school curricula

2019 ◽  
Vol 20 (9) ◽  
pp. 625-630 ◽  
Author(s):  
Susanne B Haga ◽  
Jivan Moaddeb
Keyword(s):  
Core Curriculum ◽  
Professional Organizations ◽  
Appropriate Use ◽  
The Core ◽  
Accreditation Standards ◽  
And Training ◽  
School Curricula

Aim: The appropriate use and integration of pharmacogenetic (PGx) testing will pivot on provider preparation and training. Pharmacists have been recognized as one of the key providers in the delivery of PGx testing and as such, professional organizations have recommended inclusion of PGx content in pharmacy curricula. Methods: We reviewed the curriculum of 132 US pharmacy schools for information about PGx courses. Results: A total of 70 core curriculum courses were identified. 55 (42%) pharmacy schools included at least one PGx course as part of the core curriculum, and ten (8%) schools that offered a PGx course elective. Conclusion: While many pharmacy schools have responded to the accreditation standards to include PGx, less than half of the schools have developed a standalone course.

It's not how new you make it, but how you make it new

1971 ◽  
Vol 18 (1) ◽  
pp. 7-9
Author(s):  
F. Lynwood Wren
Keyword(s):  
Cultural Heritage ◽  
School Mathematics ◽  
Curriculum Content ◽  
Teaching Techniques ◽  
Problem Situations ◽  
Basic Understanding ◽  
Reser Voirs ◽  
Teaching Of Mathematics ◽  
And Function

Before the “;mathematics revolution” of some fifteen years ago, the emphasis of instruction in school mathematics was almost entirely on the “how” of manipulation. Little or no attention was paid to the “what” and “why” of understanding. Since then the efforts of committees and of individual teachers have effected changes both in curriculum content and in teaching techniques. These cha nges were designed to make basic understanding, as well as significant manipula tion, a fundamental responsibility of all levels of instruction. No longer is the teaching of mathematics designed to result merely in a catalog of rules for mechanical application. Ra ther, it is designed to develop, a long with a facility in use, a comprehe nsion of and an appreciation for bas ic concepts. Further, it is designed to develop an understanding of the purpose and function of opera tional procedures that they may serve as resource reser voirs for intelligent attack on problem situations whenever and however they may occur. Thus the underlying philosophy of this new emphasis in instruction is to present mathematics as an important, logically structured segment of our cultural heritage rather than as a tool kit of rules, formulas, and assorted mnemonics.

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