Implementing the Professional Standards for Teaching Mathematics: Self-Evaluation as an Act of Teaching

1994 ◽  
Vol 87 (5) ◽  
pp. 354-358
Author(s):  
Vicky L. Kouba
Keyword(s):  
Professional Standards ◽  
Peer Evaluation ◽  
Teaching Mathematics ◽  
Self Evaluation ◽  
Teaching Standards ◽  
Reflective Teachers ◽  
Professional Teaching Standards ◽  
High Level ◽  
Professional Teaching

A common call heard today is that we want “reflective teachers” who have the skills and expetiences necessary to engage in a high-level examination of teaching. Indeed, the authors of the NCTM's Professional Standards for Teaching Mathematics (Professional Teaching Standards), published in 1991, recommend that teachers assume more of the responsibility for both self-evaluation and peer evaluation.

Implementing the Professional Standards for Teaching Mathematics: Learn from Your Students

1992 ◽  
Vol 85 (8) ◽  
pp. 656-659
Author(s):  
Margaret A. Farrell
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Teaching Standards ◽  
Professional Development Of Teachers ◽  
Professional Teaching Standards ◽  
Professional Teaching ◽  
Individual Commitment

The next four articles in this department address issues related to four of the six standards in the section of the Professional Teaching Standards (NCTM 1991) titled “Standards for the Professional Development of Teachers of Mathematics.” The series will pay particular attention to the ways in which these standards affect the in-service teacher of mathematics, whose ongoing professional development depends. to a large extent, on individual commitment, reflection, and action. We hope that these articles will furnish a basis from which teachers can begin to examine and improve their own classroom instruction.

The Quarter Quandary: An Illustration of NCTM's Professional Teaching Standards

1998 ◽  
Vol 5 (3) ◽  
pp. 160-163 ◽  
Author(s):  
Denise S. Mewborn
Keyword(s):  
Mathematics Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Teaching Standards ◽  
Professional Teaching Standards ◽  
Professional Teaching

The Professional Standards for Teaching Mathematics (NCTM 1991) identifies four elements of teachers’ work that have a significant impact on the mathematics learning that takes place in a classroom: tasks, discourse, environment, and analysis.

Using Problems to Implement the NCTM's “Professional Teaching Standards'

1994 ◽  
Vol 87 (1) ◽  
pp. 5-7
Author(s):  
Millard E. Showalter
Keyword(s):  
Teaching And Learning ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Teaching Standards ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Professional Teaching Standards ◽  
Professional Teaching

As set forth in the Professional Standards for Teaching Mathematics (NCTM 1991), a primary goal for teaching and learning mathematics is the development of mathematical power for all students. To accomplish this goal, the teaching standards document recommends that teachers select interesting and intellectually stimulating mathematical tasks, present opportunities for students to deepen their understanding of mathematics and its applications, promote the investigation of mathematical ideas, use technology to pursue these investigations, find connections to previous and developing knowledge, and employ cooperativelearning experiences (NCTM 1991, 1).

Implementing The “Professional Standards For Teaching Mathematics”: What's All This Talk about “Discourse”?

1991 ◽  
Vol 39 (3) ◽  
pp. 44-48 ◽  
Author(s):  
Deborah Loewenberg Ball
Keyword(s):  
Professional Standards ◽  
Teaching Mathematics ◽  
Good Teaching ◽  
Teaching Standards ◽  
New Ideas ◽  
Professional Teaching Standards ◽  
Professional Teaching ◽  
Measuring Stick

Despite its title, the Professional Standards for Teaching Mathematics (NCTM 1991) should not be read as a set of prescriptions about how to teach. The document will not deliver on such expectations, not because it fails but because no document can prescribe good teaching. No set of standards can be expected to stipulate what teachers should do. The potential of the Professional Teaching Standards rests instead in its use as a set of tools with which to construct productive conversations about teaching. It should be viewed as a resource with which to build teaching rather than as a measuring stick by which to judge teaching. With new ideas about things to pay attention to in our classrooms, to ask ourselves, to wonder about, we would have increased power to analyze and improve our teaching — alone and as members of a wider community of educators. In this article I explore possible outcomes of using the Professional Teaching Standards in such ways.

Implementing the Professional Standards for Teaching Mathematics: Supporting the Development of Mathematical Pedagogy

1997 ◽  
Vol 90 (2) ◽  
pp. 138-143
Author(s):  
Catherine A. Brown ◽  
Margaret S. Smith
Keyword(s):  
Current Knowledge ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
National Council ◽  
Teaching Standards ◽  
Teacher Needs ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Mathematical Pedagogy ◽  
Professional Teaching

In the Professional Standards for Teaching Mathematics (NCTM 1991), the National Council of Teachers of Mathematics has explicated what a teacher needs to know and be able to do to teach mathematics in the spirit of reform. Teachers' current knowledge of mathematics and mathematics pedagogy may not be adequate to meet the new instructional goals. Toward this end, the Professional Teaching Standards document includes six standards that are intended to guide the preparation, support, and career development of teachers. This article focuses on one of these standards—Standard 4: Knowing Mathematical Pedagogy—which is integral to the effective teaching of mathematics.

Implementing the Professional Standards for Teaching Mathematics: Improving, Not Standardizing, Teaching

1991 ◽  
Vol 39 (1) ◽  
pp. 18-22
Author(s):  
Deborah Loewenberg Ball ◽  
Susan N. Friel
Keyword(s):  
Mathematical Reasoning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Teaching Standards ◽  
Grade Levels ◽  
Reasoning Problem ◽  
Mathematical Skill ◽  
Professional Teaching ◽  
Genuine Problem

In March of this year, NCTM published the Professional Standards for Teaching Mathematics (Professional Teaching Standards) (1991), a companion to the earlier Curriculum and Evaluation Standards for School Mathematics (Curriculum and Evaluation Standards) (1989). Whereas the earlier document focuses on curriculum, the new document addresses teaching. It elaborates the Curriculum and Evaluation Standards's vision of teaching, in which mathematical reasoning, problem solving, communication, and connections are central. It addresses such questions as, What are classrooms like in which students are able to encounter, develop, and use mathematical ideas and skills in the context of genuine problem and situations? What role might a teacher play in helping students learn to use a variety of resources and tools, such as calculators and computers, and concrete and pictorial models? What is meant by engaging students in mathematical reasoning—in making conjectures, presenting arguments, constructing proofs—at various grade levels? How can adequate mathematical skill be developed in concert with mathematical reasoning? The list of questions can be extended indefinitely, for what we are trying to create is quite different from what we experienced when we were in school and even quite different from much of what we are doing now as teachers.

scholarly journals Mathematics Teachers’ Practice Level of Alternative Evaluation Strategies and Tools in Basic Education in Sultanate of Oman: درجة ممارسة معلمات الرياضيات لاستراتيجيات التقويم البديل وأدواته  في مرحلة التعليم الأساسي في سلطنة عُمان

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Manal Abdulrahman Al-Mandharia, Mohammed Nassir Al-Riyami
Keyword(s):  
Mathematics Teachers ◽  
Basic Education ◽  
Statistical Processing ◽  
Peer Evaluation ◽  
Sultanate Of Oman ◽  
Alternative Evaluation ◽  
Self Evaluation ◽  
Evaluation Strategies ◽  
Authentic Evaluation ◽  
High Level

The aim of this study was to investigate the degree of mathematics teachers’ practice of authentic evaluation strategies and tools in the basic education stage in the Sultanate of Oman. The researcher prepared a questionnaire to measure the degree of use of the authentic evaluation strategies and tools. The sample consisted of (266) teachers where (211) teachers from the first cycle and (55) teachers from the second cycle of basic education schools in the province of Muscat. After statistical processing using averages, frequencies and tests, the results of the study showed that the teachers’ use of authentic evaluation strategies and tools in both the first and second cycles in the basic education schools was high. The results showed that the strategies of self-evaluation and peer evaluation are the most widely used by the teachers. The strategy of evaluating the performance by the concept's maps obtained the least degree of use although it has a high level. The results also showed that there are statistically significant differences in the degree of practice the authentic evaluation strategies and these differences are in favor of the teachers who have an experience of more than ten years. The results showed no statistically significant differences among the teachers of both the first and second cycles in the practice of authentic evaluation strategies and tools. Consequently, the researcher recommended directing the institutions that are responsible for the preparation of new teachers to add training programs on authentic evaluation strategies and tools. The researcher also recommended conducting studies on the difficulties faced by teachers on the practice of all authentic evaluation strategies and tools in a balanced manner.

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