Chapter 4: Walking Together on Separate Paths: Mathematics Reform at Desert View

The more students invest in their own learning process, the more they will learn. This widely documented view is supported by publications from the mathematics-reform community. For example, the National Research Council's (NRC) Moving beyond Myths (1991) and Everybody Counts (1989) and NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) have called for changes in the teaching and learning of mathematics.

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Soundoff!–Mathematics Reform for K-16

Mathematics Teacher ◽

10.5951/mt.89.7.0546 ◽

1996 ◽

Vol 89 (7) ◽

pp. 546-547

Author(s):

Kenneth A. Ross

Keyword(s):

Mathematics Education ◽

Mathematics Reform ◽

Math Reform ◽

The Past

The past ten years have seen a remarkable amount of progress in improving mathematics education at all levels. The goal is to enable all students, including those from all racial and ethnic backgrounds and both sexes, to master and appreciate mathematics. The emphasis is on understanding mathematics instead of thoughtlessly grinding out answers. For various reasons. resistance is increasing to what is usually called “math reform,” which reflects some serious concerns that need to be addressed.

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Standards-Based Teaching: Alive and Well in Portugal

Mathematics Teaching in the Middle School ◽

10.5951/mtms.6.9.0538 ◽

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?

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