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.

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.

Call for Manuscripts: Big Ideas of Algebra

2009 ◽  
Vol 15 (7) ◽  
pp. 429
Keyword(s):  
High School ◽  
Middle Grades ◽  
School Mathematics ◽  
Big Ideas ◽  
Solid Foundation ◽  
Principles And Standards

“By viewing algebra as a strand in the curriculum from prekindergarten on, teachers can help students build a solid foundation of understanding and experience as a preparation for moresophisticated work in algebra in the middle grades and high school” (NCTM Principles and Standards for School Mathematics, p. 37).

Are We Overemphasizing Manipulatives in the Primary Grades to the Detriment of Girls?

2002 ◽  
Vol 9 (1) ◽  
pp. 16-21
Author(s):  
Rebecca C. Ambrose
Keyword(s):  
Problem Solving ◽  
Instructional Practice ◽  
Primary Grades ◽  
School Mathematics ◽  
High Expectations ◽  
Equity Principle ◽  
Promising Practice ◽  
Research Findings ◽  
Principles And Standards

In keeping with the Equity Principle of the Principles and Standards for School Mathematics (NCTM 2000), educators must maintain high expectations for all children and continually examine their practices to ensure that all children learn mathematics with understanding. The instructional practice of using manipulatives for problem solving merits closer examination because it may send the wrong message to some children. Recent research indicates that some girls' understanding seems to be limited by their overreliance on manipulatives. Before presenting the research findings, I will outline the role of manipulatives in supporting the development of children's understanding, then examine how this promising practice can be detrimental when used too often.

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?

In the classroom: Including the newer mathematics with the regular program of the primary grades

1963 ◽  
Vol 10 (4) ◽  
pp. 212-216
Author(s):  
Edwina Deans ◽  
Rose Koury
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Primary Grades ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Mathematical Ideas

The following mathematical ideas have been adapted from the article, 'Including the Newer Mathematics with the Regular Program of the Primary Grades' by Rose Koury, Assistant Specialist for Elementary Education, U. S. Office of Education, and Edwina Deans, Specialist, Elementary School Mathematics, U. S. Office of Education. The article was published in the February, 1962, issue of The Arithmetic Teacher.

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