Spiral through Recursion

1994 ◽  
Vol 87 (7) ◽  
pp. 504-508
Author(s):  
Jeffrey M. Choppin
Keyword(s):  
Pattern Discovery ◽  
School Mathematics ◽  
Regular Polygons ◽  
Evaluation Standards ◽  
Series Estimation

Finding and emphasizing connections between strands of mathematics is Standard 4 of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). The activity described in this article is designed to review and connect a number of algebra and geometry topics, as well as to involve students in formal calculations, visualization, pattern discovery, series, estimation, and recursion. This activity centers on Baravelle spirals created in regular polygons, as discussed by Newman (1989).

scholarly journals Inductive study on the re-organization of regular polygons in school mathematics

2015 ◽  
Vol 31 (4) ◽  
pp. 483-503 ◽  
Author(s):  
Dong Hwa Hong ◽  
Bo Euk Suh ◽  
Eun Ik Park ◽  
Seong Hoon Yoo ◽  
Eun Seo Choi
Keyword(s):  
School Mathematics ◽  
Regular Polygons ◽  
Inductive Study

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).

Transition Boards: A Good Idea Made Better

1991 ◽  
Vol 38 (5) ◽  
pp. 4-8
Author(s):  
John T. Sutton ◽  
Tonya D. Urbatsch
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Addition And Subtraction ◽  
School Mathematics Curriculum

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) recognizes that addition and subtraction computations remain an important part of the school mathematics curriculum and recommends that the emphasis be shifted to the understanding of concepts. Transition boards are simple devices to aid students' conceptual understanding.

Implementing the Standards: the Measurement Standards

1989 ◽  
Vol 37 (2) ◽  
pp. 22-26
Author(s):  
Mary Montgomery Lindquist
Keyword(s):  
School Mathematics ◽  
Evaluation Standards ◽  
Measurement Standards

Clear expectations for the measurement curricula of grades K–8 are expressed in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). The statements in figure 1 are discussed in the Standards. Central to both the K–4 and 5–8 standards is the process of measuring, which can help students build understanding about measuring and make connections among various measurement concepts and skills.

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.

TEACHING MATHEMATICS WITH TECHNOLOGY: Computation and Estimation

1992 ◽  
Vol 40 (1) ◽  
pp. 48-51
Author(s):  
Janet Parker ◽  
Connie Carroll Widmer
Keyword(s):  
School Mathematics ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Mental Mathematics

As we prepare for the day envisioned by the Curriculum ond Evaluation Standards for School Mathematics (NCTM 1989), when every student will have a calculator and every class will have at least one computer available at all times, we need to reexamine the roles of computation, estimation, and mental mathematics in the teaching and practice of mathematics. It is true that calculators and computers can perform virtually all computations, relieving us and our students of much drudgery; however, this is not their only role. Calculators and computers also make it easy for us to solve problems in a new mode, T-E-M-T-T: trial, error, and modified trial through technology.

The NCTM Standards—Challenges for All Classrooms

1989 ◽  
Vol 36 (9) ◽  
pp. 4-7
Author(s):  
Shirley M. Frye
Keyword(s):  
School Mathematics ◽  
Committee Meeting ◽  
Nctm Standards ◽  
Evaluation Standards

Just as the Curriculum and Evaluation Standards for School Mathematics generates excitement among our member and colleagues, the document also engender questions from them. Educators and colleagues have asked questions about the standards and the implementing procedure at conference and committee meeting, through the mail, on the telephone, and in personal conversations. From those submitted or posed. I have selected some typical questions to which to respond.

Implementing the Curriculum and Evaluation Standards: First-Year Algebra

1991 ◽  
Vol 84 (9) ◽  
pp. 715-722
Author(s):  
Judith Kysh
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
First Year ◽  
Evaluation Standards ◽  
Secondary School Mathematics

Fans of Dr. Doolittle may recall his famous fictional beast, the Push-Me-Pull-You. It had heads at both ends but never knew which way to go. Many secondary school mathematics teachers feel as though they are trying to ride one of these creatures when they examine the NCTM's Curriculum and Evaluation Standards (1989) and then turn around to consider the institutional demands of their schools and local universities.

Soundoff: Issues of Implementation

1995 ◽  
Vol 88 (2) ◽  
pp. 86-88
Author(s):  
Richard D. Wertheimer
Keyword(s):  
Graduate Student ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Teaching Standards ◽  
Standards Documents ◽  
Professional Teaching Standards ◽  
Professional Teaching

I believe in the goals and methods described in the NCTM's Curriculum and Evaluation Standards for School Mathematics and Professional Teaching Standards (1989, 1991). I make this statement from the perspective of teacher, supervisor, consultant, graduate student, and parent. In these roles, I am actively involved in implementing both documents. In working with teachers, I focus on those who are excited and empowered by the concepts presented in these two volumes. These teachers demonstrate powerful techniques and strategies in their classrooms that reflect the spirit of the standards documents. However, in my experience, these teachers are in the minority. As I continue to work with teachers, I meet many who are not enthusiastic about the Standards. These teachers represent the mainstream of our profession; they are hardworking individuals who are reluctant to incorporate change that alters everything they have worked for both as students and as teachers.

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