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.

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.

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: Sharing, Supporting, Risk Taking: First Steps to Instructional Reform

1992 ◽  
Vol 85 (6) ◽  
pp. 466-470
Author(s):  
Steven J. Leinwand
Keyword(s):  
Risk Taking ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Curriculum Standards ◽  
Instructional Reform ◽  
Evaluation Standards ◽  
Teaching Standards

For many of us, the Professional Standards for Teaching Mathematics (NCTM 1991) represents a much scarier and much more intimidating vision of school mathematics than its predecessor, the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Accordingly, implementing the teaching standards will require different strategies from those being used or proposed to implement the curriculum standards.

Implementing the “Curriculum and Evaluation Standards”: Recognizing and Recording Reform in Mathematics: New Questions, Many Answers

1994 ◽  
Vol 87 (3) ◽  
pp. 190-193
Author(s):  
Joan Ferrini-Mundy ◽  
Loren Johnson ◽  
James R. Smart
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Anecdotal Evidence ◽  
Reform Effort ◽  
Evaluation Standards ◽  
Curriculum And Pedagogy ◽  
Standards Documents

NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and its Professional Standards for Teaching Mathematics (1991) lend possible direction and meaning to the reform effort in mathematics education that is sweeping the country. The documents have been widely disseminated and discussed, and anecdotal evidence indicates that teachers of mathematics are seeking ways to enact the ideas contained in the standards documents. These documents are also inspiring the development of standards in other disciplines. But a number of questions are being raised as schools, districts, states, and provinces attempt to incorporate these Standards in changing their curriculum and pedagogy.

Soundoff: Make Room for Dancing

1995 ◽  
Vol 88 (1) ◽  
pp. 6-7
Author(s):  
Larry E. Askins
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Clear Vision

As mathematics teachers, we are eager for an optimistic view of what our classrooms can become during this decade and beyond. I believe that NCTM's Professional Standards for Teaching Mathematics (1991) and Curriculum and Evaluation Standards for School Mathematics (1989) present a clear vision for making mathematics education successful in the 1990s. However, the documents mean nothing if individual teachers fail to take deliberate steps toward realizing that vision.

Subjective Grading

1992 ◽  
Vol 85 (8) ◽  
pp. 677-679
Author(s):  
Virginia Stallings-Roberts
Keyword(s):  
Alternative Assessment ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Assessment Strategies ◽  
Traditional Manner

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) advocate an array of alternative-assessment strategies that encourage modification of teachers' practices in measuring students' performance. Unfortunately, many teachers must operate within the constraints of the system under which they serve. Teachers feel bound to traditional testing by virtue of the adopted percent procedure established by their schools and simply because grading has been done in the traditional manner for years.

Implementing the “Assessment Standards for School Mathematics”: Using Students' Portfolios to Assess Mathematical Understanding

1994 ◽  
Vol 87 (9) ◽  
pp. 698-701
Author(s):  
Harold Asturias
Keyword(s):  
Mathematical Understanding ◽  
School Mathematics ◽  
Professional Standards ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
Pedagogical Issues ◽  
Evaluation Standards ◽  
Assessment Standards ◽  
Link Assessment

In 1989, NCTM published the Curriculum and Evaluation Standards for School Mathematics, which presented the mathematics profession with a broad view of the important mathematics that should be taught in schools. Two years later, the Professional Standards for Teaching Mathematics gave teachers the opportunity to address the pedagogical issues inherent in teaching a broad-based, thinking curriculum as described in the curriculum standards. The next link, assessment, though part of the first document, required specific attention. Assessment Standards for School Mathematics, currently in progress, will present the criteria for judging the appropriateness and quality of assessment tools and systems.

Informing Learning Through the Clinical Interview

1991 ◽  
Vol 38 (6) ◽  
pp. 44-46
Author(s):  
Madeleine J. Long ◽  
Meir Ben-Hur
Keyword(s):  
Student Outcomes ◽  
Clinical Interview ◽  
School Mathematics ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Paper And Pencil ◽  
Primary Assessment

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Srandards for Teaching Mathematics (1989) endorse the view that assessment should be made an integral part of teaching. Although many of the student outcomes described in the Srandards cannot properly be assessed using paper-and-pencil tests, such tests remain the primary assessment tools in today's classroom.

TEACHING MATHEMATICS WITH TECHNOLOGY: Computation and Estimation

1992 ◽  
Vol 40 (1) ◽  
pp. 48-51
Author(s):  
Janet Parker ◽  
Connie Carroll Widmer
Keyword(s):  
School Mathematics ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Mental Mathematics

As we prepare for the day envisioned by the Curriculum ond Evaluation Standards for School Mathematics (NCTM 1989), when every student will have a calculator and every class will have at least one computer available at all times, we need to reexamine the roles of computation, estimation, and mental mathematics in the teaching and practice of mathematics. It is true that calculators and computers can perform virtually all computations, relieving us and our students of much drudgery; however, this is not their only role. Calculators and computers also make it easy for us to solve problems in a new mode, T-E-M-T-T: trial, error, and modified trial through technology.

Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education

1992 ◽  
Vol 23 (5) ◽  
pp. 412-431 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Mathematical Knowledge ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Policy And Practice ◽  
Conservative Movement ◽  
Evaluation Standards

Although NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) are generating considerable interest, there has been little discussion of their ideological and social grounding and effects. By placing the Standards within the growing conservative movement in education, this paper raises a number of crucial issues about the documents, including the depth of the financial crisis in education and its economic and ideological genesis and results; the nature of inequality in schools; the role of mathematical knowledge in our economy in maintaining these inequalities; the possibilities and limitations of a mathematics curriculum that is more grounded in students' experiences; and the complicated realities of teachers' lives. Without a deeper understanding of these issues, the Standards will be used in ways that largely lend support only to the conservative agenda for educational reform.

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