NCTM's Standards for School Mathematics, K – 12

1988 ◽  
Vol 81 (5) ◽  
pp. 348-351
Author(s):  
Charles S. Thompson ◽  
Edward C. Rathmell
Keyword(s):  
Mathematics Education ◽  
School Districts ◽  
Mathematics Learning ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
State And Local ◽  
K 12 ◽  
National Tests ◽  
Local Levels

The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.

On My Mind: The Standards—Some Second Thoughts

1996 ◽  
Vol 2 (1) ◽  
pp. 8-11
Author(s):  
Stephen S. Willoughby
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Professional Educators ◽  
The Way

Members of the National Council of Teachers of Mathematics can be proud of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Not only has the Standards document set the course for improving mathematics education, but it has been imitated by virtually every other content-oriented teachers' organization. Thus, as well as recasting mathematics education, the NCTM has led the way toward recasting education generally. However, professional educators have an obligation to reconsider and reflect on the Standards themselves and any other recommendations made by responsible educators and organizations.

Integrating Manipulatives and Computers in Problem-Solving Experiences

1990 ◽  
Vol 38 (2) ◽  
pp. 8-10
Author(s):  
Sue Brown
Keyword(s):  
Problem Solving ◽  
Group Work ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Good Mathematics Instruction ◽  
K 12

In 1980, the National Council of Teachers of Mathematics stated that “problem solving must be the focus of school mathematics.” In 1989 the Council reaffirmed that belief with the Curriculum and Evaluation Standards for School Mathematics (Standards). Standard 1 for grades K–12 is “Mathematics as Problem Solving.” The Standards also asserts that “a computer should be available in every classroom for demonstration purposes, and every student should have access to a computer for individual and group work.” Also according to the Standards, “manipulative materials are necessary for good mathematics instruction.” In a typical classroom, problem solving may be taught, manipulative materials may be used, or students may be working at a computer. These functions, however, are usually completed as disjoint activities. Integrating these activities is possible, and this article illustrates how it can be done.

Power On!: Learning Statistics with Technology

1994 ◽  
Vol 1 (2) ◽  
pp. 130-136
Author(s):  
Gary Kader ◽  
Mike Perry
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Real Data ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Problem Solving Process ◽  
K 12

In its Curriculum and Evaluation Standards for School Mathematics (1989), the National Council of Teachers of Mathematics recommends that the K-12 mathematics curriculum be broadened and designates statistics as an area deserving increased attention. The standards document promotes the concept that statistics be learned through the study of real problems with real data collected by the students. Rather than focus on developing formulas from which answers are simply computed, teachers should present statistics in a coherent fashion and develop the topic as a whole problem-solving process.

Soundoff: Are Teachers Prepared to Implement The Standards?

1990 ◽  
Vol 83 (4) ◽  
pp. 248-251
Author(s):  
Michael B. Fiske
Keyword(s):  
Mathematics Education ◽  
National Research Council ◽  
School Mathematics ◽  
National Commission ◽  
National Council ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Nation At Risk ◽  
Excellence In Education ◽  
Societal Expectations

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) presents a view of precollege mathematics t hat stresses the development of mathematical power. Framed within the context of students' needs, societal expectations, and engaging teaching, the Standards proposes to define the mathematical content of school mathematics. It responds to the crisis in mathematics education described in Everybody Counts: A Report to the Nation on the Future of Mathematics Education (National Research Council 1989), A Nation at Risk (National Commission on Excellence in Education 1983), and Educating Americans for the 21st Century (National Science Board Commission on Precollege Education in Mathematics, Science, and Technology 1983). Although representing a consensus of mathematics educators, the Standards does not present a research basis for its recommendations (NCTM 1988) and thus at times stands at odds with the descriptive accounts of current mathematics teaching practices found in The Underachieving Curriculum (McKnight et al. 1987) and The Mathematics Report Card (Dossey, Mullis, Lindquist, and Chambers 1988). This article examines implications for teaching of explicit and implicit assumptions in the Standards and compares them with other views in the literature.

Communicating Mathematics

1991 ◽  
Vol 84 (8) ◽  
pp. 615-622
Author(s):  
Mary M. Hatfield ◽  
Gary G. Bitter
Keyword(s):  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Curricular Reform ◽  
National Council ◽  
Evaluation Standards ◽  
Learning And Teaching ◽  
Mathematical Sciences ◽  
Oriented Approach

Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.

Soundoff: A Case against Computer Symbolic Manipulation in School Mathematics Today

1992 ◽  
Vol 85 (3) ◽  
pp. 180-183
Author(s):  
Bert K. Waits ◽  
Franklin Demana
Keyword(s):  
Mathematics Education ◽  
Computer Algebra ◽  
Graphing Calculators ◽  
School Mathematics ◽  
Computer Algebra Systems ◽  
National Council ◽  
Symbolic Manipulation ◽  
Symbol Manipulation ◽  
Evaluation Standards ◽  
Exploration Tool

The National Council of Teachers of Mathematics and leaders in mathematics education must move vigorously to build a consensus for acceptance of the Curriculum and Evaluation Standards (NCTM 1989). One important assumption of the Curriculum and Evaluation Standards is that all students should use computers and graphing calculators on a regular basis in school mathematics. The symbol-manipulating ability of such computer algebra systems (CAS) as the IBM Math Exploration Tool Kit, Mathematics™, and Derive™ can be used today in school mathematics to do algebra. However, we take exception to the use of computer symbol manipulation in school mathematics today for two important reasons.

One Point of View: Reclaiming School Mathematics

1990 ◽  
Vol 37 (8) ◽  
pp. 4-5
Author(s):  
Portia Elliott
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Design Change

The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).

ONE POINT OF VIEW: We Must Have “Designated Math Leaders” in the Elementary School!

1991 ◽  
Vol 39 (1) ◽  
pp. 7-9
Author(s):  
James V. Bruni
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
Point Of View ◽  
School Mathematics ◽  
School Level ◽  
Leadership Roles ◽  
Evaluation Standards ◽  
Agents Of Change

NCTM's development of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the recent companion document, Professional Standards for Teaching Mathematics (NCTM 1991), is an extraordinary achievement. At a time when many agree that we urgently need change in mathematics education, these sets of standards project an exciting vision of what mathematics learning can be and how all students can develop “mathematical power.” They establish a broad framework to guide reform efforts and challenge everyone interested in the quality of school mathematics programs to work collaboratively to use them as a basis for change. How will we meet this challenge? The Editorial Panel believes that translating that vision into reality at the elementary school level will be possible only if elementary school teachers are involved in taking leadership roles as agents of change.

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.

A Plan for Assessing the Impact of the NCTM's Agenda for Action

1984 ◽  
Vol 15 (1) ◽  
pp. 3-14
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Significant Part ◽  
National Council ◽  
The Impact

In 1980, the National Council of Teachers of Mathematics (NCTM) published An Agenda for Action: Recommendations for School Mathematics of the 1980s. The Agenda was widely disseminated and represents a significant part of NCTM's effons to influence changes in mathematics education during the current decade.

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