Implementing the Professional Standards for Teaching Mathematics: Teaching Patterns, Relationships, and Multiplication as Worthwhile Mathematical Tasks

1995 ◽  
Vol 1 (7) ◽  
pp. 446-450
Author(s):  
Barbara E. Armstrong
Keyword(s):  
Mathematics Teaching ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Complex Task ◽  
Instructional Activities

The goal of presenting students with worthwhile tasks that enable them to make connections is to ensure the development of mathematical insights. Determining instructional activities that meet this goal, however, can be a complex task in itself.

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.

Implementing the Professional Standards for Teaching Mathematics: Focusing on Worthwhile Mathematical Tasks in Professional Development: Using a Task from the National Assessment of Educational Progress

1998 ◽  
Vol 91 (2) ◽  
pp. 156-161
Author(s):  
Glendon W. Blume ◽  
Judith S. Zawojewski ◽  
Edward A. Silver ◽  
Patricia Ann Kenney
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Mathematical Reasoning ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Problem Solver ◽  
Teaching Mathematics ◽  
National Assessment ◽  
Mathematical Ideas ◽  
Solution Methods

Worthwhile mathematical tasks engage the problem solver in sound and significant mathematics, elicit a variety of solution methods, and require mathematical reasoning. Such problems also prompt responses that are rich enough to reveal mathematical understandings. Just as good classroom practice engages students in worthwhile mathematical tasks, sound professional development does the same with teachers. Providing teachers with opportunities to engage in worthwhile mathematical tasks and to analyze the mathematical ideas underlying those tasks promotes the vision of the Professional Standards for Teaching Mathematics (NCTM 1991).

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?

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.

scholarly journals Teaching Students Mathods of Self-Regulation in Solving Mathematical Tasks

2019 ◽  
Vol 22 (6) ◽  
pp. 609-618 ◽  
Author(s):  
Мария Андреевна Кислякова
Keyword(s):  
Teaching Methods ◽  
Mathematics Teaching ◽  
Self Regulation ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Modern Theory ◽  
Actual Problem ◽  
Mathematics Teaching Methods

Actual problem of modern theory and methods of teaching mathematics – teaching methods of self-regulation in the process of solving mathematical tasks.

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.

Implementing the “Professional Standards for Teaching Mathematics”: Teaching Middle School Students with Diverse Cultural Backgrounds

1994 ◽  
Vol 87 (2) ◽  
pp. 122-126
Author(s):  
Walter Callahan ◽  
Margaret A. Farrell
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
School Teacher ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Cultural Backgrounds ◽  
School Students ◽  
Haitian Students

In this second article of the 1993-94 series, a middle school teacher reflects on his work with Hispanic and Haitian students. He used what he has learned to recommend ways to help preservice teachers learn about students of other cultures.– Ed.

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.

Implementing the Professional Standards for Teaching Mathematics: Analyzing Teaching and Learning: The Art of Listening

1996 ◽  
Vol 89 (4) ◽  
pp. 326-329
Author(s):  
Bridget Arvold ◽  
Pamela Turner ◽  
Thomas J. Cooney
Keyword(s):  
Teaching And Learning ◽  
Mathematical Concept ◽  
Point Of View ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Mathematics Section

The visions of teaching set forth in the Professional Standards for Teaching Mathematics (NCTM 1991) do not, in themselves, ensure that we can successfully teach all students mathematics. To reach all students, we must understand how students think and then develop instruction compatible with their thinking. To begin to understand, we must observe, listen, and gather a variety of evidence of what and how students are learning. Although we might view a mathematical concept or algorithm as simple, it is “a mysterious, almost inexplicable phenomenon from the point of view of the outsider” (Davis and Hersh 1981, 43). Examining students' thinking through their interactions with mathematical tasks can help unlock a bit of the mystery. This process of analysis is the amalgamating item in the “Standards for Teaching Mathematics” section of the Professional Standards for Teaching Mathematics and emphasizes the need to listen carefully to our students.

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