Implementing the “Professional Standards for Teaching Mathematics”: “The Farther Out You Go…”: Assessment in the Classroom

1995 ◽  
Vol 88 (5) ◽  
pp. 420-425
Author(s):  
Mark Driscoll
Keyword(s):  
High School ◽  
Mathematics Classroom ◽  
Alternative High School ◽  
School Dropout ◽  
Professional Standards ◽  
Teaching Mathematics

I can thank a student named Billy for teaching me about the importance of integrating assessment with instruction. It was the early 1970s, and I was teaching in an alternative high school that I had helped found the year before, in a converted warehouse in central St. Louis. Our students were drawn from the city's school-dropout population, and many had not been in a mathematics classroom for years. Luckily, our classes were relatively small, which permitted me on this day to reflect on what Billy had done on a task. I had put five decimals, all between 0 and 1, on the chalkboard and asked the class to rank them in order of number size—a list something Like .06, .607, .6, .6707, .067. Billy anayed them in descending order of length, longest to shortest. I asked, “Which is the number with the smallest value, Billy?” He pointed without hesitation to .6707. “How come?” I asked. This time, Billy thought a bit and seemed to be looking at what he had done through the mists of school memory. “I don“t know. I sort of remember one of my teachers saying, ‘The farther out you go in a decimal, the smaller the number.’”

Implementing the “Professional Standards For Teaching Mathematics”: Questioning in the Mathematics Classroom

1993 ◽  
Vol 41 (2) ◽  
pp. 88-91 ◽  
Author(s):  
Nancy Nesbitt Vacc
Keyword(s):  
Secondary School ◽  
Mathematics Classroom ◽  
Current Level ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Active Engagement ◽  
Methods Courses ◽  
Beliefs About Mathematics ◽  
Great Sense ◽  
Level Of Understanding

For many of us, implementing the Professional Standards for Teaching Mathematics (NCTM 1991) in our classrooms makes great sense. It is clearly reasonable that if students are to develop an understanding of and an ability to use mathematical applications in a variety of contexts (NCTM 1989). they should have meaningful and relevant experiences that will actively engage them in constructing their own knowledge. Also, that active engagement needs to be accompanied by opportunities for students to talk about what they already know and don't know and what they are doing as they strive to extend or change their current level of understanding. For many teachers, however. offering this type of instruction means changing their beliefs about mathematics instruction. After all, most of us are products of elementary and secondary school classrooms in which the teachers told us what we needed to know or do and we listened to and did what they told us to do. What we were thinking about during this interaction often did not matter, and we were unaware that it should. This same type of discourse existed in many of our methods courses. The instructor spent most of the class telling us what we needed to know so that we could tell our future students what they needed to know. Fortunately, we have come to the realization that this style of teaching is not as effective as once thought, and consequently we need to change what we are doing. However, how we go about making needed changes in our teaching is unclear.

Implementing the “Professional Standards for Teaching Mathematics”: Applying the Standards to the College Mathematics Classroom: Ideas and Obstacles

1993 ◽  
Vol 86 (9) ◽  
pp. 744-747
Author(s):  
Mary Kim Prichard
Keyword(s):  
Mathematics Teaching ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
College Level ◽  
College And University ◽  
University Mathematics ◽  
New Vision

This assumption that how teachers teach mathematics is fundamentally connected with how they learned it underlies the first standard of the “Standards for the Professional Development of Teachers of Mathematics.” This standard, Experiencing Good Mathematics Teaching, focuses on the role of the college and university mathematics professors in the process of reforming school mathematics teaching. It is essential that mathematics teacher educators invite and encourage college-level mathematics faculty to join them in implementing the teaching standards. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) present a new vision of school mathematics. Mathematics courses and programs of study in colleges and universities should share in this vision.

Meeting the Challenges of Diversity and Relevance

1995 ◽  
Vol 1 (6) ◽  
pp. 442-449
Author(s):  
Margaret Schwan Smith ◽  
Edward A. Silver
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Life Experiences ◽  
Mathematics Classroom ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Primary Language ◽  
Evaluation Standards ◽  
Classroom Diversity ◽  
Current Reform

Current reform efforts have emphasized the need to change the way that mathematics is taught and learned so that all students have access to a mathematics education rich in opportunities for thinking, reasoning, and problem solving. Reaching all students may not be easy, however, since students in a mathematics classroom may be considerably diverse, not only with respect to prior mathematics achievement but also with respect to ethnicity, language, and life expelience. The challenge is even greater because teachers often do not share the ethnicity, primary language, or life experiences of the children they teach. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) urge teachers to consider classroom diversity by-

Implementing the Professional Standards for Teaching Mathematics: External and Internal Characteristics of Learning Environments

1996 ◽  
Vol 89 (2) ◽  
pp. 112-115
Author(s):  
Suzanne H. Chapin ◽  
Kristen E. Eastman
Keyword(s):  
High School ◽  
Learning Environments ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Mathematics Class

Mr. Dunn, a professional surveyor, has been invited to speak to a high school mathematics class.

Questioning Your Way to the Standards

1999 ◽  
Vol 6 (4) ◽  
pp. 226-246
Author(s):  
Denise S. Mewborn ◽  
Patricia D. Huberty
Keyword(s):  
Mathematics Classroom ◽  
Professional Standards ◽  
Teaching Mathematics

The Professional Standards for Teaching Mathematics (NCTM 1991, 3) calls for five changes in the environment of the mathematics classroom.

Promoting Mathematical Discourse: Learning from Classroom Examples

1999 ◽  
Vol 4 (4) ◽  
pp. 216-222 ◽  
Author(s):  
Azita Manouchehri ◽  
Mary C. Enderson
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Mathematical Discourse ◽  
Professional Standards ◽  
Reform Movement ◽  
Teaching Mathematics ◽  
Directed Attention ◽  
Mathematical Inquiry ◽  
Mathematics Classrooms ◽  
New Vision

The NCTM's Professional Standards for Teaching Mathematics (1991) has directed attention to “discourse” in the mathematics classroom. This document recommends that mathematics instruction should promote students' discourse by orchestrating situations in which each individual's thinking is challenged and by asking students to clarify and justify ideas. “Discourse,” as described by the Standards document, highlights the way in which knowledge is constructed and exchanged in the classroom (Ball 1992). Teaching mathematics from the perspective of developing mathematical discourse requires building a new vision for mathematics classrooms and poses a major challenge for mathematics teachers at all levels. This challenge was recognized by D'Ambrosio (1995). She identified the need to build environments in which students construct a “personal relationship” with mathematics as one of the most important requirements for promoting and sustaining the type of discourse envisioned by the reform movement. In such environments, students engage in authentic mathematical inquiry; act like mathematicians as they explore ideas and concepts; and negotiate the meanings of, and the connections among, those ideas with others in class (D'Ambrosio 1995).

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

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