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.

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.

Using research in teaching: Notes from National Assessment: addition and multiplication with fractions

1976 ◽  
Vol 23 (2) ◽  
pp. 137-142
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Upper Elementary ◽  
High School Mathematics ◽  
National Assessment ◽  
Mathematics Program

Development of computational skills with fractions has long been a part of the upper elementary and junior high school mathematics program. Current movements toward metrication have led some individuals to suggest that decimals will receive more attention in the mathematics curriculum with a corresponding de-emphasis on fractions. The suggestion may find an increased number of supporters, as recurring evidence indicates that pupil performance with fractions is discouragingly low. An alternative point of view is that although metrication may somewhat alter work with fractions, their importance within the structure of mathematics and to applications justifies their continued emphasis in the curriculum.

Implementing the Standards: Building key Concepts for Calculus in Grades 7–12

1990 ◽  
Vol 83 (7) ◽  
pp. 532-540
Author(s):  
Elizabeth A. Jockusch ◽  
Patrick J. Mcloughlin
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Key Concepts ◽  
Natural Extensions

The NCTM'S Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) recommends that the mathematics curriculum should include informal explorations of calculus concepts. These concepts can be developed as natural extensions of topics that students have already encountered. The approach should focus on exploring concrete problems in a way designed to build conceptual understanding of key ideas and to offer an introduction to some interesting applications.

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.

Technology Tips: Using a Graphing Utility as a Catalyst for Connections

1997 ◽  
Vol 90 (1) ◽  
pp. 50-56
Author(s):  
Charles Vonder Embse ◽  
Arne Engebretsen
Keyword(s):  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards

One of the most important ideas expressed in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) is that of connections. The Standards document recommends that “the mathematics curriculum should include investigation of the connections and interplay among various mathematical topics and their applications … ”

Powerful Software to Enhance the Elementary School Mathematics Program

2002 ◽  
Vol 8 (6) ◽  
pp. 364-370
Author(s):  
John Kerrigan
Keyword(s):  
Elementary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Future Teachers ◽  
Practicing Teachers ◽  
Elementary School Mathematics ◽  
Mathematics Program ◽  
Software Programs ◽  
School Mathematics Curriculum ◽  
Mathematics Software

Over the last fifteen years, using software evaluations from the Arithmetic Teacher and Teaching Children Mathematics as one of our guides, my students and I have reviewed many mathematics software programs. Our quest was to find engaging and easy-to-use software for integration into the elementary school mathematics curriculum. We discovered good, fair, and poor mathematics software on today's market. In in-service workshops and preservice methods classes, we demonstrated what we found to be good software to current and future teachers and were usually surprised to find that most of them had never seen or heard of the software, even though many of the good programs have been around for a few years. The fact that most practicing teachers have never been exposed to this powerful mathematics software motivated me to write this article.

Geometry and Language—A Natural Connection

1997 ◽  
Vol 3 (8) ◽  
pp. 454-457
Author(s):  
Lionel Pereira-Mendoza
Keyword(s):  
Mathematics Curriculum ◽  
Written Language ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Natural Connection

A quick reading of the literature indicates that the use of language, both written and oral, in mathematics has received a great deal of attention. The importance of language, and of writing in particular, is reflected in such documents as the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). The question facing teachers is not whether oral and written language should be part of the mathematics curriculum but how language can be used effectively.

What Is in the Daily News? Problem-Solving Opportunities!

1999 ◽  
Vol 5 (7) ◽  
pp. 390-394
Author(s):  
Robyn Silbey
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Daily News ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
The Everyday ◽  
Everyday World ◽  
Real World Problems

In An Agenda for Action, the NCTM asserted that problem solving must be at the heart of school mathematics (1980). Almost ten years later, the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stated that the development of each student's ability to solve problems is essential if he or she is to be a productive citizen. The Standards assumed that the mathematics curriculum would emphasize applications of mathematics. If mathematics is to be viewed as a practical, useful subject, students must understand that it can be applied to various real-world problems, since most mathematical ideas arise from the everyday world. Furthermore, the mathematics curriculum should include a broad range of content and an interrelation of that content.

Communicating in the Languge of Mathematics

1995 ◽  
Vol 1 (6) ◽  
pp. 324-329
Author(s):  
Larry Buschmon
Keyword(s):  
Entire Range ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards

As the classroom mathematics curriculum expands to encompass the entire range of skills included in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), the process by which a student arrives at the answer to a problem becomes as important as the answer itself.

Sign in / Sign up

Export Citation Format

Share Document