The Nuts and Bots of Math and Coding in the Lower Grades

The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000). The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers. An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was that teachers who are recent graduates of teacher education programmes may have more training on the NCTM Standards. Although there were no statistically significant differences between the two groups, this study did support the expectation. Current training with in-service teachers shows that many of the teachers are familiar with neither the National Council of Teachers of Mathematics nor their Standards. It seems then from this study that the implementation process of the NCTM Standards, and perhaps any standards or best practices and new curriculum implementation, is very sluggish.

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

Mathematics Teacher ◽

10.5951/mt.83.7.0532 ◽

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.

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Coordinate Geometry: A Powerful Tool for Solving Problems

Mathematics Teacher ◽

10.5951/mt.83.4.0264 ◽

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.

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You Read Me a Story, I Will Read You a Pattern

Mathematics Teaching in the Middle School ◽

10.5951/mtms.10.8.0424 ◽

2005 ◽

Vol 10 (8) ◽

pp. 424-429

Author(s):

Charyl L. Pace

Keyword(s):

Middle School ◽

Children's Literature ◽

Mathematics Classroom ◽

Children’S Literature ◽

Middle School Mathematics ◽

School Mathematics ◽

Careful Attention ◽

Children's Books ◽

Children’S Books ◽

Mathematics Standards

Have You Ever Wondered how to use children's literature in a middle school mathematics classroom? In today's standards-driven environment, aligning activities to various standards is important. Children's books can be the perfect introduction to a unit or lesson. Paying careful attention to the elements in the story and using a little imagination, creativity, and a working knowledge of the mathematics Standards are all the items needed to begin.

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