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.

Thematic Webbing and the Curriculum Standards in the Primary Grades

1994 ◽  
Vol 41 (6) ◽  
pp. 294-298
Author(s):  
Jenny A. Piazza ◽  
Margaret M. Scott ◽  
Elizabeth C. Carver
Keyword(s):  
Instructional Practices ◽  
Mathematical Knowledge ◽  
Mathematical Thinking ◽  
Primary Grades ◽  
School Mathematics ◽  
National Council ◽  
Curriculum Standards ◽  
Evaluation Standards ◽  
Curricular Content

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.

Assessing Mathematics Learning for Students with Learning Differences

1994 ◽  
Vol 41 (7) ◽  
pp. 371-377
Author(s):  
Lee Cross ◽  
Michael C. Hynes
Keyword(s):  
Instructional Practices ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Learning Differences ◽  
Evaluation Standards ◽  
Assessment Techniques

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) advocate the alignment of the mathematics curriculum with instructional practices and assessment techniques.

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.

Sharing Teaching Ideas: A Mathematical Investigation of Quality Control

1995 ◽  
Vol 88 (3) ◽  
pp. 200-202
Author(s):  
Richard T. Edgerton
Keyword(s):  
Quality Control ◽  
Real World ◽  
School Mathematics ◽  
Curriculum Standards ◽  
Evaluation Standards ◽  
Mathematical Investigation ◽  
Teaching Ideas ◽  
Real World Problems

One way to apply the principles of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) is to use real-world problems. The curriculum standards are enacted as students develop “mathematical power” while they communicate, reason, and make connections within and outside mathematics.

Teaching Mathematics with Technology: Exploring Geometry with The Geometer's Sketchpad

1992 ◽  
Vol 40 (3) ◽  
pp. 187-191
Keyword(s):  
Middle School ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Geometer's Sketchpad ◽  
Curriculum Standards ◽  
Older Students ◽  
Evaluation Standards ◽  
Geometric Objects ◽  
Elementary And Middle School

Have you ever thought of exploring geometric relationships on the computer? The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) challenges us to pay increased attention to “developing an understanding of geometric objects and relationships” and “using geometry in solving problems” (p.70). The document also advises placing decreased emphasis on memorizing geometric vocabulary, facts, and relationships. This article describes several geometric investigations that were developed in the spirit of the curriculum standards and are appropriate for use at advanced elementary and middle school levels, as well as with older students. They encourage exploration, creativity, and discovery.

Aligning Assessment with the NCTM's Curriculum Standards

1993 ◽  
Vol 86 (9) ◽  
pp. 722-725
Author(s):  
Cathy G. Schloemer
Keyword(s):  
High School ◽  
School Mathematics ◽  
Curriculum Standards ◽  
Evaluation Standards ◽  
Ideal Situation ◽  
The Ideal

I recently found myself in the ideal situation of wanting to integrate the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) more fully into my teaching and, at the same time, being enrolled in a class that required me to research some aspect of assessment and then engage in a practical assessment project. As a result, I decided to find out more about standardsaligned assessment and then see if could use it with my high school precalculus students.

Technology Tips: Technology and the Mathematics Curriculum: Some New Initiatives

1995 ◽  
Vol 88 (3) ◽  
pp. 236-240
Keyword(s):  
Curriculum Development ◽  
Mathematics Curriculum ◽  
Chicago School ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Use Of Technology ◽  
Mathematics Program ◽  
Interactive Mathematics Program ◽  
The Impact ◽  
Mathematics And Science

By helping people visualize and experiment with mathematical phenomena, modem computing technologies have changed the way all people learn andwork. In schools, they can influence how mathematics is learned and taught not only by making calculations and graphing easier but by altering the very nature of what is important to learn. New problems, as well as new ways of investigating all problems, become accessible. Acknowledging the impact that technology has on mathematics and its uses, the NCTM’s Curriculum and Evaluation Standards for School Mathematics (1989) recommends that calculators and at least one computer for each classroom be available for students working individually or in groups. Representatives from all the National Science Foundation (NSF) secondary mathematics curriculum-development initiatives and from other significant reform projects were invited to comment on the role and use of technology in their curricula. This article presents the replies from three comprehensive secondary curriculum-development projects— Interactive Mathematics Program, Systemic Initiative for Montana Mathematics and Science, and University of Chicago School Mathematics Program—and from one smaller, more specialized project, Connected Geometry.

Principles and Standards: Developing Computational Fluency with Whole Numbers

2000 ◽  
Vol 7 (3) ◽  
pp. 154-158 ◽  
Author(s):  
Susan Jo Russell
Keyword(s):  
Mathematical Reasoning ◽  
Number System ◽  
Basic Number ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Computational Fluency ◽  
Mathematics Program ◽  
Principles And Standards ◽  
Learning To Reason ◽  
Fact Learning

Principles and Standards for School Mathematics (NCTM 2000) emphasizes the goal of computational fluency for all students. It articulates expectations regarding fluency with basic number combinations and the importance of computational facility grounded in understanding (see a summary of key messages regarding computation in Principles and Standards in the sidebar on page 156). Building on the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and benefiting from a decade of research and practice, Principles and Standards articulates the need for students to develop procedural competence within a school mathematics program that emphasizes mathematical reasoning and problem solving. In fact, learning about whole-number computation is a key context for learning to reason about the baseten number system and the operations of addition, subtraction, multiplication, and division.

Apply the Curriculum Standards with Project Questions

1993 ◽  
Vol 86 (8) ◽  
pp. 686-689
Author(s):  
Richard T. Edgerton
Keyword(s):  
Problem Solving ◽  
School Mathematics ◽  
Curriculum Standards ◽  
Evaluation Standards ◽  
Organizing Principles

A goal of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) is faci litating “mathematical power” in students. The curriculum standards use problem solving, communication, reasoning, and connections as organizing principles. One way to apply these principles in the classroom is with the use of “project questions.”

Their World

1995 ◽  
Vol 2 (3) ◽  
pp. 192-195
Author(s):  
Mary Ann Starkey
Keyword(s):  
Primary Grades ◽  
School Mathematics ◽  
Major Purpose ◽  
Evaluation Standards ◽  
Mathematics Program

Personalizing the mathematics program in the primary grades is recommended by the Curriculum and Evaluation Standards for School Mathematics (NCTM, 18): “At the K-4 level, one major purpose is helping children understand and interpret their world and solve problems that occur in it” (italics added).

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