Students Generating Test Items: A Teaching and Assessment Strategy

1998 ◽  
Vol 91 (3) ◽  
pp. 198-202
Author(s):  
Victor U. Odafe
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Mathematics Reform ◽  
Evaluation Standards ◽  
Assessment Strategy ◽  
Test Items

The more students invest in their own learning process, the more they will learn. This widely documented view is supported by publications from the mathematics-reform community. For example, the National Research Council's (NRC) Moving beyond Myths (1991) and Everybody Counts (1989) and NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) have called for changes in the teaching and learning of mathematics.

Book Review: Searching for the Most Amazing Thing Over the Last 20 Years: A Review of Research on Technology and the Teaching and Learning of Mathematics, Volume 1 and Volume 2

2009 ◽  
Vol 40 (5) ◽  
pp. 564-570
Author(s):  
Janet Bowers ◽  
Jeffrey Brandt ◽  
Kevin Stovall ◽  
Mailei Vargas
Keyword(s):  
Learning Process ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Real Thing ◽  
The Real ◽  
Mathematics Classrooms ◽  
Technological Tools ◽  
Children Education

Back in 1988, Tom Snyder (of Tom Snyder Productions, one of the most famous early software publishing companies) and Jane Palmer wrote a prophetic book called In Search of the Most Amazing Thing: Children, Education, and Computers. Their thesis was twofold: First, they pointed out that technology, which was just beginning to be introduced in grade schools, was so compelling that educators were “… more interested in so-called computer literacy than the real thing, literacy” (p. 2). Snyder and Palmer called for stakeholders to determine what their educational priorities were, and then to figure out what technology could do to support them. Second, they emphasized the view that teachers are indispensible components in the teaching and learning process, and that no computer will ever take their place. After 20 years, we believe that Snyder and Palmer would be gratified to read Heid and Blume's newly published two-volume set that contains a thorough anthology of how educators have defined priorities for the teaching and learning of mathematics and the pivotal roles that both the teacher and the technology play within that process. In our view, the editors have attained their goal of assembling a comprehensive digest that “… will enable the creation and implementation of curricula that capitalize on technology and will help teachers orchestrate the use of technological tools in school mathematics classrooms” (vol. 2, p. viii).

Coordinate Geometry: A Powerful Tool for Solving Problems

1990 ◽  
Vol 83 (4) ◽  
pp. 264-268
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Standards ◽  
Problem Situations ◽  
Coordinate Geometry

In calling for reform in the teaching and learning of mathematics, the Curriculum and Evaluation Standards for School Mathematics (Standards) developed by NCTM (1989) envisions mathematics study in which students reason and communicate about mathematical ideas that emerge from problem situations. A fundamental premise of the Standards, in fact, is the belief that “mathematical problem solving … is nearly synonymous with doing mathematics” (p. 137). And the ability to solve problems, we are told, is facilitated when students have opportunities to explore “connections” among different branches of mathematics.

Solution Revolution

1993 ◽  
Vol 86 (1) ◽  
pp. 15-22
Author(s):  
Roger P. Day
Keyword(s):  
Teaching And Learning ◽  
School Mathematics ◽  
Graphical Solution ◽  
Evaluation Standards

In Consortium, the newsletter of the Consortium for Mathematics and its Applications, Froelich (1988) explored graphical strategies for solving the equation 2x = x10. He described his use of a function plotter as he sought a graphical solution for that equation. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) has proposed the increased use of function plotters and other technology to investigate and solve problems. Equations such as 2x = x10 can be used to illustrate the potential of that technology and to consider its implications for the teaching and learning of mathematics.

Applications: Using Technology to Understand the Jury Decision-making Process

1994 ◽  
Vol 87 (2) ◽  
pp. 110-114
Author(s):  
Kenneth P. Goldberg
Keyword(s):  
Teaching And Learning ◽  
Potential Effect ◽  
Graphing Calculator ◽  
School Mathematics ◽  
Decision Making Process ◽  
Jury Decision Making ◽  
Evaluation Standards ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Jury Decision

Two of the recommendations of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) are to use technology to enhance teaching and learning mathematics and to relate school mathematics to the world in which the students Jive through developing and interpreting mathematical models. This article demonstrates how computer or graphing-calculator technology can be used to help students develop and interpret three increasingly realistic models of jwy behavior and explore the potential effect of such decisions as changing jury size. The only mathematics required is an understanding of simple binomial probabilities and the use of sigma, or summation, notation

Promoting Number Sense in the Middle Grades

1994 ◽  
Vol 1 (2) ◽  
pp. 114-120
Author(s):  
Barbara J. Reys
Keyword(s):  
Common Sense ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Middle Grades ◽  
Number Sense ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Teaching And Learning ◽  
Way Of Thinking

Phrases such as “number sense,” “Operation sense,” and “intuitive understanding of number” are used throughout the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) to describe an intangible quality possessed by successful mathematics learners. Number sense refers to an intuitive feeling for numbers and their various uses and interpretations, an appreciation for various levels of accuracy when computing, the ability to detect arithmetical errors, and a common-sense approach to using numbers (Howden 1989; McIntosh, Reys, and Reys 1991). Number sense is not a finite entity that a student either has or does not have but rather a process that develops and matures with experience and knowledge. It does not develop by chance, nor does being skilled at manipulating numbers necessarily reflect this acquaintance and familiarity with numbers. Above all, number sense is characterized by a desire to make sense of numerical situations, including relating numbers to context and analyzing the effect of manipulations on numbers. It is a way of thinking that should permeate all aspects of mathematics teaching and learning.

I Do and I Understand, I Reflect and I Improve

1994 ◽  
Vol 1 (4) ◽  
pp. 242-246
Author(s):  
Carolyn Schcibelhut
Keyword(s):  
Elementary Teachers ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Methods Course ◽  
Methods Courses ◽  
Prospective Elementary Teachers ◽  
Evaluation Standards ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

“I hear and I forget. I see and I remember. I do and I understand.” In my college methods course on teaching and learning mathematics, my goal is to prepare prospective elementary teachers to meet the challenge of implementing the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). My colleagues agree that it is important for our students majoring in education to develop understanding by “doing,” so our students are given the opportunity to plan and teach lessons in a clinical classroom during live semester in which they take their methods courses.

Research Advisory Committee Report: NCTM Standards Research Catalyst Conference

1991 ◽  
Vol 22 (4) ◽  
pp. 293-296
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Assessment Practices ◽  
Committee Report ◽  
Evaluation Standards ◽  
Education Community ◽  
New Research ◽  
New Phase

The Curriculum and Evaluation Standards for School Mathematics initiated a new phase in mathematics education reform. The Standards document presents both a vision and a plan for change in mathematics instruction and assessment. The principles on which the Standards document is based establish a new research agenda (Commission on Standards for School Mathematics, 1989) that offers the potential not only to contribute to the growing base of scientific knowledge about mathematics teaching and learning, bur also to complement and inform the efforts of mathematics educators to reform current curricular, pedagogical, and assessment practices. It is both the hope and the expectation of the mathematics education community that major changes will occur in the teaching and learning of mathematics. At this juncture, we need some form of documentation of the anticipated change.

Teacher to Teacher: Building A Teenage Dance Club

1998 ◽  
Vol 4 (1) ◽  
pp. 26-30
Author(s):  
Mary Ann Christina
Keyword(s):  
Teaching And Learning ◽  
Graphing Calculator ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Technological Society ◽  
Conscious Decision ◽  
Paper And Pencil

As the nctm's curriculum and evaluation Standards for School Mathematics (1989) became more well known and I attended more workshops. I made a conscious decision to make algebra more closely tied to the outside world and show it importance in today's technological society. I started using the graphing calculator to eliminate some obsolete paper-and-pencil kill and started using relevant project that became an integral part of my course. I became involved in, and committed to, the philosophy of “Opening the Gate,” which is a series of activities developed in Florida to supplement the curriculum and to reform the teaching and learning of algebra. The idea is to make algebra more accessible, more dynamic, and more relevant to today's and tomorrow's society.

Preparing Elementary Mathematics-Science Teaching Specialists

1992 ◽  
Vol 40 (4) ◽  
pp. 228-231
Author(s):  
L. Diane Miller
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Science Teaching ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
Evaluation Standards ◽  
Mathematical Sciences

The Curriculum and Evaluation Standards for School Mathematics “expresses the consensus of professionals in the mathematical sciences for the direction of school mathematics in the next decade” (NCTM 1989, vi). It represents a response to the call for reform in the teaching and learning of mathematics. As one familiar with the preparation of elementary school teachers examines the Curriculum and Evaluation Standards, a sense of doom pervades the otherwise enthusiastic attitude toward the reform represented by the document. Many practicing and prospective teachers are not adequately prepared to meet the challenge of implementing the curriculum standards.

Soundoff!–Teaching Applications: Will the Pendulum of Reform Swing Too Far?

1996 ◽  
Vol 89 (6) ◽  
pp. 450-451
Author(s):  
Peter L. Glidden
Keyword(s):  
High School ◽  
School Mathematics ◽  
Recent Experience ◽  
Mathematics Reform ◽  
Evaluation Standards ◽  
New Math ◽  
The Way

Before getting to the main point of this article, I need to make a confession: I am a product of the “new math.ȝ I had the “new math” from kindergarten all the way through high school. The “new math” influenced my understanding of what mathematics is and what doing mathematics means. Most of the time I am not conscious of this influence, but a recent experience made me nostalgic for two, interrelated ideas of the “new math.” I believe that these ideas are just as valid today as they were thirty years ago. More important, as the pendulum of school mathematics reform swings toward the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and away from any residual legacy of the “new math,” we need to retain these two ideas.

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