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?

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.

Exploring Estimation through Children's Literature

1994 ◽  
Vol 41 (8) ◽  
pp. 436-441
Author(s):  
David J. Whitin
Keyword(s):  
Children's Literature ◽  
Real World ◽  
Mathematics Curriculum ◽  
Children’S Literature ◽  
Evaluation Standards ◽  
Mental Computation ◽  
Real World Applications

Estimation is a crucial mathematical strategy that can be woven throughout the entire mathematics curriculum. The strategy can certainly foster the development of many of the goals advocated by the NCTM's curriculum and evaluation standards (1989). Since approximately 80 percent of real-world applications of mathematics involve estimation or mental computation, the goal of becoming an “informed electorate” requires us to use and analyze various estimation strategies.

The Patchwork Quilt: A Context for Problem Solving

1992 ◽  
Vol 40 (4) ◽  
pp. 199-203
Author(s):  
Deborah A. Carey
Keyword(s):  
Children's Literature ◽  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
Children’S Literature ◽  
School Mathematics ◽  
Evaluation Standards ◽  
New Concepts ◽  
Patchwork Quilt

A mathematics curriculum that focuses on problem solving needs relevant, challenging problems for students to solve. The most engaging problems initially emerge from real-world contexts and offer opportunities for extensions that are limited only by the problem-solving abilities of the students. As suggested by the NCfM's Curriculum and Evaluation Standards for School Mathematics (1989), students learn new concepts and skills through problem-solving experiences. Therefore, selecting appropriate contexts that offer opportunities for problem solving and from which students can generate problems is critical. This article discusses how one piece of children's Literature be used to develop appropriate problem solving tasks.

Technology Tips: Making Connections Using Embedded Software

1995 ◽  
Vol 88 (6) ◽  
pp. 500-502
Author(s):  
Claire Groden ◽  
Laurie Pattison-Gordon
Keyword(s):  
Real World ◽  
Mathematics Classroom ◽  
Embedded Software ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The World ◽  
Real World Applications ◽  
Interdisciplinary Projects ◽  
Real World Situation

The NCTM's Curriculum and Evaluation Standards or School Mathematics (1989) calls for increased ttention to “connecting mathematics to other subjects and to the world outside the classroom.” Often, these connections are made with interdisciplinary projects and through the study of mathematics embedded in a real-world situation. We can also make connections by using software created for practical, real-world applications in the mathematics classroom

Young's Vision

1993 ◽  
Vol 86 (4) ◽  
pp. 330-333
Author(s):  
Sharyn L. Stein
Keyword(s):  
Mathematics Curriculum ◽  
School Mathematics ◽  
Dartmouth College ◽  
John Wesley ◽  
Underlying Assumption ◽  
Evaluation Standards ◽  
Grade Levels ◽  
Educational Pedagogy ◽  
K 12

The boxed paragraph's objective can also be considered one of the fundamental concepts found in NCTM's Curriculum and Evaluation Standards for School Mathematics, published in 1989. Making the underlying assumption that a metamorphosis was drastically needed in our nation's mathematics curriculum, the standards document thoroughly examined and analyzed all aspects of the current methods by which mathematics is presented at all grade levels (K–12), as well as what is considered to be essential material that must be presented to students. (For an overview of the Curriculum and Evaluation Standards, see Thompson and Rathmell [1988].) However, the succinct statement below is not the product of the NCTM's standards; rather it is the wisdom of Jacob William Albe1t Young (1865–1948), a tum-of-thecentury pioneer in the field of educational pedagogy. (J. W. A. Young is not to be confused with John Wesley Young, 1879–1932, a professor of mathematics at Dartmouth College during the same era.)

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.

Animating Geometry with Flexigons

1994 ◽  
Vol 87 (8) ◽  
pp. 602-606
Author(s):  
Ruth McClintock
Keyword(s):  
Language Skills ◽  
School Mathematics ◽  
Professional Standards ◽  
Physical Models ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Grade Levels ◽  
Conversation Piece

Viewing mathematics as communication is the second standard listed for all grade levels in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This emphasis underscores the need for nurturing language skills that enable children to translate nonverbal awareness into words. One way to initiate discussion about mathematical concepts is to use physical models and manipulatives. Standard 4 of the Professional Standards for Teaching Mathematics (NCTM 1991) addresses the need for tools to enhance discourse. The flexigon is a simple and inexpensive conversation piece that helps students make geometric discoveries and find language to share their ideas.

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.

Illustrating Mathematical Connections: Two Proofs That Only Five Regular Polyhedra Exist

1993 ◽  
Vol 86 (8) ◽  
pp. 657-661
Author(s):  
Peter L. Glidden ◽  
Erin K. Fry
Keyword(s):  
Mathematical Models ◽  
Real World ◽  
Mathematics Curriculum ◽  
Three Dimensional ◽  
Discrete Mathematics ◽  
Evaluation Standards ◽  
Mathematical Connections ◽  
Regular Polyhedra ◽  
Real World Problems

The reforms proposed in the NCTM's Curriculum and Evaluation Standards (1989) call for specific changes in the grades 9-12 mathematics curriculum, as well as for general themes that should be emphasized throughout the curriculum. In particular, the standards document calls for including topics from discrete mathematics and three-dimensional geometry, and it calls for increased emphasis on paragraph-style proofs. Overall, these and other topics should be taught with the ultimate goals of illustrating mathematical connections and constructing mathematical models to solve real-world problems.

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