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 … ”

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: 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.

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.

Spotlight on the Principles/Standards: Building Mathematically Powerful Students through Connections

2002 ◽  
Vol 7 (9) ◽  
pp. 484-488
Author(s):  
Christine Thomas ◽  
Carmelita Santiago
Keyword(s):  
Mathematics Curriculum ◽  
School Mathematics ◽  
Mathematical Tasks ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Natural Inclination ◽  
Points Of View ◽  
Principles And Standards

Connections in mathematics can be implemented in ways that create excitement in the classroom, develop in students a love for doing mathematics, and foster students' natural inclination for pursuing mathematical tasks. According to the Curriculum and Evaluation Standards for School Mathematics, “If students are to become mathematically powerful, they must be flexible enough to approach situations in a variety of ways and recognize the relationships among different points of view” (NCTM 1989, p. 84). Principles and Standards for School Mathematics (NCTM 2000) further asserts that students develop a deeper and more lasting understanding of mathematics when they are able to connect mathematical ideas. The 1989 and 2000 Standards clearly delineate the power and importance of connections in the mathematics curriculum. This article examines and compares curricular recommendations for connections in the two documents.

One Point Of View: It's Time to Use Our “OOB” Detectors!

1993 ◽  
Vol 40 (7) ◽  
pp. 376-377
Author(s):  
Phares G. O'Daffer
Keyword(s):  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
School Mathematics Curriculum

The NCTM's Curriculum and Evaluation Standards for School Mathematics was thoughtfully conceived and continues to influence the school mathematics curriculum. A strength oft he document eems to be that the standards trike a rea onable balance between what ought to be and what can be. Because of this, the book has stimulated our thinking and facilitated realistic, po itive changes in many schools.

Assessing Mathematics Learning for Students with Learning Differences

1994 ◽  
Vol 41 (7) ◽  
pp. 371-377
Author(s):  
Lee Cross ◽  
Michael C. Hynes
Keyword(s):  
Instructional Practices ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Learning Differences ◽  
Evaluation Standards ◽  
Assessment Techniques

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) advocate the alignment of the mathematics curriculum with instructional practices and assessment techniques.

Our Diets May Be Killing Us

1995 ◽  
Vol 1 (5) ◽  
pp. 376-382
Author(s):  
Brenda K. J. Shannon
Keyword(s):  
Real World ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Knowledge And Skills ◽  
Everyday Lives ◽  
Grade Levels ◽  
Real World Applications ◽  
School Day ◽  
Class Period

A push seems to be on for more real-world applications in the mathematics curriculum at all grade levels. Recommendations from such sources as the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and the National Research Council's Everybody Counts (1989) advocate making mathematics more than just a subject taught one class period of each school day. The time has come to bring mathematics out of the classroom and show the students that the knowledge and skills from mathematics can be beneficial in their everyday lives. But how do we, as educators, actually accomplish this goal?

Sign in / Sign up

Export Citation Format

Share Document