Implementing the “Professional Standards for Teaching Mathenatics”: The Teacher and Evaluation

1994 ◽  
Vol 87 (8) ◽  
pp. 614-617
Author(s):  
Roberta Koss ◽  
Rick Marks
Keyword(s):  
Professional Growth ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Evaluation Of Teaching

Evaluation of teaching is usually something done to a teacher. In contrast, the Professional Standards for Teaching Mathematics (NCTM 1991) supports evaluation of teaching done by and for a teacher. That is, the teacher participates actively in designing and carrying out any evaluation, and the process contributes substantially to the teacher's professional growth. This vision dramatically changes the roles and responsibi)jties of the teacher as well as others involved in evaluating teaching. To begin moving effectively in this direction, both teachers and supervisors need to understand the rationale for change and to see how this change could occur.

Mathematics Teaching Today

2009 ◽  
Vol 15 (7) ◽  
pp. 400-403
Author(s):  
Tami S. Martin ◽  
William R. Speer
Keyword(s):  
Student Learning ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
High Quality ◽  
Improving Student Learning

Features, consistent messages, and new components of Mathematics Teaching Today: Improving Practice, Improving Student Learning (NCTM 2007), an updated edition of Professional Standards for Teaching Mathematics (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing, supervising, and improving mathematics teaching; and outlines guidelines for the education and continued professional growth of teachers.

Implementing the Professional Standards for Teaching Mathematics: The Evaluation of Teaching: Challenge and Opportunity

1994 ◽  
Vol 87 (6) ◽  
pp. 446-448
Author(s):  
Douglas A. Grouws
Keyword(s):  
Student Performance ◽  
Evaluation Process ◽  
Professional Standards ◽  
Cyclic Process ◽  
Teaching Mathematics ◽  
Teaching Evaluations ◽  
Teaching Assessment ◽  
Improving Instruction ◽  
Evaluation Of Teaching ◽  
The Right

Teachers are under enormous pressure to produce results, and, directly or indirectly, teaching evaluations are part of that pressure. In Kentucky, for example, schools are rewarded or sanctioned, depending on their students' performance on various types of assessments (Bush 1992). To channel reform energy into productive effort, a change must occur in the current preoccupation with finding scapegoats for poor student performance and on holding teachers singularly accountable for shortcomings in the educational system. Shifting the focus of teaching evaluations from teacher accountability to improving instruction is a step in the right direction because it will increase the usefulness of these evaluations as teachers work to increase students' learning in mathematics. Any reoriented teaching-evaluation process must be comprehensive in nature and involve a cyclic process of teaching assessment, professional development, and instructional change, as advocated in the Professional Standards for Teaching Mathematics (NCTM 1991).

From the Editorial Panel: A World of Ideas at Your Fingertips

1996 ◽  
Vol 89 (6) ◽  
pp. 454-455
Author(s):  
Roberta K. Koss
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Mathematics Teacher ◽  
Professional Growth ◽  
Active Role ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Student Activities ◽  
Professional Journals ◽  
Reading Professional

A teacher's workday is filled with so many tasks—planning and presenting lessons, giving help to individual students, contacting parents, acting as advisors for extracurricular activities, serving on committees, assessing students' work—that adding another responsibility seems impossible. However, professional development is a necessary task that affects all aspects of a teacher's work. The Professional Standards for Teaching Mathematics (NCTM 1991) calls for teachers to take an active role in their own professional development and lists “reading and discussing ideas presented in professional publications“ (p. 16g) as an activity that will enhance professional growth. The necessity of reading professional journals can be a blessing in disguise because teachers can gain myriad ideas to help with their work. I shall share a few of the ways in which I plan to use the 1996–1997 Mathematics Teacher to help me plan my lessons, prepare student activities, and grow professionally.

Mathematical Tasks as a Framework for Reflection: From Research to Practice

1998 ◽  
Vol 3 (4) ◽  
pp. 268-275 ◽  
Author(s):  
Mary Kay Stein ◽  
Margaret Schwan Smith
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Professional Growth ◽  
Professional Standards ◽  
Primary Factor ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Research To Practice ◽  
Classroom Experiences ◽  
Learning And Teaching

According to the professional Standards for Teaching Mathematics (NCTM 1991), a primary factor in teachers' professional growth is the extent to which they “reflect on learning and teaching individually and with colleagues” (p. 168). Reflecting on their classroom experiences is a way to make teachers aware of how they teach (Hart et al. 1992) and how their students are thriving within the learning environment that has been provided. Although all teachers think informally about their classroom experiences, cultivating a habit of systematic and deliberate reflection may hold the key to improving one's teaching as well as to sustaining lifelong professional development.

Implementing the Professional Standards For Teaching Mathematics: Teachers Building on Students' Thinking

1992 ◽  
Vol 39 (7) ◽  
pp. 32-37 ◽  
Author(s):  
Carolyn A. Maher ◽  
Amy M. Martino ◽  
Susan N. Friel
Keyword(s):  
Learning Environments ◽  
Mathematics Teachers ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
New Vision ◽  
Insight Into

Teaching mathematics from the perspective of developing in students “mathematical power” (NCTM 1989) requires the building of a new vision for learning that focuses on thinking and reasoning. This endeavor draws on many complex and interrelated domains of knowledge. The reasons some teachers are more successful than others in facilitating thoughtful mathematical learning environments are varied and intricate. Perhaps a look at classroom sessions in which students are thoughtfully engaged in doing mathematics might lend further insight into what it means to pay attention to the thinking of students as they are engaged in doing mathematics and what it means to build on students thinking. (For a discussion of what is meant by doing mathematics, see Davis and Maher [1990] and Maher, Davis, and Alston [1991a].)

A Summer Professional Growth Experience

1985 ◽  
Vol 32 (9) ◽  
pp. 16-17
Author(s):  
Loye Y. (Mickey) Hollis
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
Professional Growth ◽  
Teaching Mathematics ◽  
School Teachers ◽  
School Students ◽  
Unique Experience ◽  
The Subject ◽  
Achievement In Mathematics

It was probably not a unique experience, but it sure was fun, and more important, fifteen elementary school teachers improved their skills for teaching mathematics and did away with some anxiety about the subject. While they were about it, these teachers also increased the achievement in mathematics of forty-five elementary school students and showed them that mathematics can be a lot of fun.

Implementing The Professional Standards For Teaching Mathematics: Making Change in Schools

1993 ◽  
Vol 40 (5) ◽  
pp. 286-289
Author(s):  
Jeanette H. Gann
Keyword(s):  
Professional Standards ◽  
Teaching Mathematics

The Editorial Panel welcomes readers' responses to this article or to any aspect of the Professional Standards for Teaching Mathematics for consideration for publication as an article or as a letter in “Readers' Dialogue.”

IMPLEMENTING THE “PROFESSIONAL STANDARDS FOR TEACHING MATHEMATICS”: The Role of Reflection in Teaching

1992 ◽  
Vol 40 (1) ◽  
pp. 40-42
Author(s):  
Lynn C. Hart ◽  
Karen Schultz ◽  
Deborah Najee-ullah ◽  
Linda Nash
Keyword(s):  
Teaching Practices ◽  
Professional Standards ◽  
Teaching Mathematics

I do not believe it b possible for teachers to change their teaching practices if those practices arc not made the object of thought and consideration.

Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education

1992 ◽  
Vol 23 (5) ◽  
pp. 412-431 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Mathematical Knowledge ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Policy And Practice ◽  
Conservative Movement ◽  
Evaluation Standards

Although NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) are generating considerable interest, there has been little discussion of their ideological and social grounding and effects. By placing the Standards within the growing conservative movement in education, this paper raises a number of crucial issues about the documents, including the depth of the financial crisis in education and its economic and ideological genesis and results; the nature of inequality in schools; the role of mathematical knowledge in our economy in maintaining these inequalities; the possibilities and limitations of a mathematics curriculum that is more grounded in students' experiences; and the complicated realities of teachers' lives. Without a deeper understanding of these issues, the Standards will be used in ways that largely lend support only to the conservative agenda for educational reform.

Implementing The Professional Standards for Teaching Mathematics: Linking Teaching, Learning, and Assessment

1994 ◽  
Vol 41 (9) ◽  
pp. 550-552
Author(s):  
Jeane M. Joyner
Keyword(s):  
Learning Environment ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Other Information ◽  
Teaching Learning ◽  
Analysis Of Teaching

The sixth standard in the Professional Standards for Teaching Mathematics (NCTM 1991) focuses on analyzing and interconnecting teaching and learning. The standard calls for the analysis of teaching and learning to be ongoing by “[o]bserving, listening to, and gathering other information about students to assess what they are learning.” Teachers examine the “[e]ffects of the tasks, discourse, and learning environment on students' mathematical knowledge, skills, and dispositions.”

Sign in / Sign up

Export Citation Format

Share Document