Implementing the Assessment Standards for School Mathematics: Breathe O2 into Your Mathematics Program — Promote Openness and Ownership

1997 ◽  
Vol 3 (9) ◽  
pp. 496-498
Author(s):  
Gay S. Pitts
Keyword(s):  
School Mathematics ◽  
Mathematics Program ◽  
Assessment Standards ◽  
Exit Ramp

The following is a set of directions that you must follow to arrive at your destination: Go three miles east on 1-40 until you come to Exit 103. Turn left at the end of the exit ramp and proceed…. You will be given all the information needed to arrive at the correct destination. However, only the person who is assessing your performance will know the destination and the reason you need to arrive there.

The computer revolution needs YOU!

1971 ◽  
Vol 18 (1) ◽  
pp. 11-17
Author(s):  
Kenneth J. Travers ◽  
Jonathan E. Knaupp
Keyword(s):  
Mathematics Teachers ◽  
School Mathematics ◽  
Approaches To Teaching ◽  
New Approaches ◽  
Mathematics Program ◽  
To Come ◽  
The 1960S

Of the making of revolutions there appears to be no end. The 1960s will surely be remembered by mathematics teachers as the decade of the new mathematics. New terminology, new courses, new approaches to teaching, bomba rded us during those years with seemingly increasing frequency. But the task of shoring up the school mathematics program to come in line more closely with the kind of educational diet required by tomorrow's citizens has really just begun. The computer revolution is now upon us.

Using research in teaching: Notes from National Assessment: addition and multiplication with fractions

1976 ◽  
Vol 23 (2) ◽  
pp. 137-142
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Upper Elementary ◽  
High School Mathematics ◽  
National Assessment ◽  
Mathematics Program

Development of computational skills with fractions has long been a part of the upper elementary and junior high school mathematics program. Current movements toward metrication have led some individuals to suggest that decimals will receive more attention in the mathematics curriculum with a corresponding de-emphasis on fractions. The suggestion may find an increased number of supporters, as recurring evidence indicates that pupil performance with fractions is discouragingly low. An alternative point of view is that although metrication may somewhat alter work with fractions, their importance within the structure of mathematics and to applications justifies their continued emphasis in the curriculum.

Applying Number Sense to Problem Solving

1989 ◽  
Vol 36 (6) ◽  
pp. 22-25
Author(s):  
Barbara J. Dougherty ◽  
Terry Crites
Keyword(s):  
Problem Solving ◽  
Classroom Practice ◽  
Number Sense ◽  
School Mathematics ◽  
Mathematics Program ◽  
Problem Solving Process

NCTM's Commission on Standards for School Mathematics (1987) has identified problem solving and number sense as important components of an effective mathematics program. This emphasis is generating attempts to understand the problem-solving process better and to incorporate the results into classroom practice. In keeping with the thrust, this article discusses the interrelationships between problem solving and number sense in light of difficulties experienced by students participating in the problem-solving process.

Breakthroughs in mathematical thought

1959 ◽  
Vol 52 (1) ◽  
pp. 15-19
Author(s):  
Howard F. Fehr
Keyword(s):  
School Mathematics ◽  
Mathematical Thought ◽  
Mathematics Program

The “breakthrough problem” in our school mathematics program is of national concern. As such, it becomes the concern of all teachers of mathematics.

Secondary school mathematics in the Federal Republic of Germany

1959 ◽  
Vol 52 (6) ◽  
pp. 465-470
Author(s):  
Paul S. Bodenman
Keyword(s):  
Secondary School ◽  
Federal Republic ◽  
Secondary School Students ◽  
School Mathematics ◽  
Federal Republic Of Germany ◽  
School Students ◽  
Secondary School Mathematics ◽  
Mathematics Program

A description of the mathematics program required of all secondary school students in Germany.

Implementing The Standards: Evaluation: A New Vision

1991 ◽  
Vol 84 (4) ◽  
pp. 276-284
Author(s):  
Frank K. Lester ◽  
Diana Lambdin Kroll
Keyword(s):  
Instructional Practices ◽  
Evaluation Process ◽  
School Mathematics ◽  
Curriculum Standards ◽  
Evaluation Standards ◽  
Evaluation Program ◽  
Testing Procedures ◽  
Mathematics Program ◽  
New Vision

Teaching according to the vision of the NCTM's Curriculum and Evaluation Standards will involve numerous changes in the content and instruction of the school mathematics program. Moreover, this vision will also require a change in testing procedures and methods for evaluating the effectiveness of instructional practices (Clarke, Clarke, and Lovitt 1990; EQUALS and California Mathematics Council 1989; NAEP 1987; NCTM 1989). As is pointed out in NCTM's curriculum standards, an evaluation program that is properly aligned with the proposed curriculum standards can no longer use only written tests. Calculators, computers, and manipulatives must be included in the evaluation process.

The Importance of Three Years of High School Mathematics

1984 ◽  
Vol 77 (7) ◽  
pp. 510-513
Author(s):  
Charles E. Mitchell
Keyword(s):  
High School ◽  
School Counselors ◽  
School Mathematics ◽  
High School Counselors ◽  
High School Mathematics ◽  
Mathematics Program ◽  
One Year

One of the major problems faced by high school counselors and teachers of mathematics is convincing students with college potential to remain in a mathematics program until they have completed at least two years of algebra and one year of geometry.

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