Selecting High-Quality Mathematics Textbooks

2006 ◽  
Vol 12 (1) ◽  
pp. 50-54
Author(s):  
James E. Tarr ◽  
Barbara J. Reys ◽  
David D. Barker ◽  
Rick Billstein
Keyword(s):  
Mathematics Learning ◽  
High Stakes Testing ◽  
School Personnel ◽  
Learning Opportunities ◽  
School Mathematics ◽  
High Quality ◽  
High Stakes ◽  
Principles And Standards ◽  
Curricular Materials ◽  
Silver Bullet

In this era of high-stakes testing and public accountability, school personnel are scrambling for ways to improve mathematics learning opportunities for all students. Although there is no single silver-bullet solution, Principles and Standards for School Mathematics (NCTM 2000) provides guidelines for designing high-quality school mathematics programs. One avenue for strengthening programs is through selecting and implementing high-quality curricular materials (textbooks).

High Stakes Testing and Educational Inequality in K-12 Schools

2019 ◽  
Author(s):  
Ronald W. Solórzano
Keyword(s):  
Students Of Color ◽  
English Learners ◽  
Curriculum And Instruction ◽  
Opportunity To Learn ◽  
High Stakes Testing ◽  
School Personnel ◽  
The United States ◽  
Low Achievement ◽  
High Stakes ◽  
K 12

The ubiquitous use of high stakes tests in K-12 schools in the United States has a deleterious effect on students of color (e.g., Black and Latino). Punitive policies related to test outcomes, such as retention and graduation, have been particularly damaging. In fact, the historical use of tests has been linked to exclusionary and racist motives resulting in discriminatory practices in college admissions while leading to genetic and cultural deficit theories to explain low achievement for students of color. The legacy of these early uses of tests has maintained its adverse presence in today’s educational landscape. National data on grade retention, high school dropout rates, and achievement indicate that students of color are disproportionately penalized by school-based policies resulting in an unequal educational experience. Unfortunately, these trends have been persistent reflecting achievement gaps between White and Asian students and Latino and Black students, and where, in most cases, no meaningful progress in eliminating these gaps has been made. English learners are particularly harmed by these policies and tests since language and opportunity to learn (OTL) concerns persist. Trends of low achievement are attributed to poorly resourced schools, cultural deficit theories employed by school personnel, and the invalid use of tests. Schools could serve students better by employing a curriculum and instruction that is culturally and linguistically relevant, that integrates communities and schools to critically analyze their educational and social-political status and agency thus empowering both for lasting change. Furthermore, teachers need to be empowered to be instructional leaders who critically evaluate their curriculum and instruction so as to educate and liberate students of color.

Integrating Mathematical, Technologic, and Pedgogical Knowledge in Teacher Preparation

2011 ◽  
Vol 104 (8) ◽  
pp. 608-613
Author(s):  
Kady Schneiter ◽  
Brynja R. Kohler ◽  
Brandon J. Watts
Keyword(s):  
Teacher Preparation ◽  
Teaching Strategies ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Classroom Learning ◽  
High Quality ◽  
Mathematical Content ◽  
Integrate Technology ◽  
Principles And Standards

In Principles and Standards for School Mathematics (NCTM 2000), the authors describe a vision for school mathematics in which “all students have access to high-quality, engaging mathematics instruction” (p. 3). Students deserve teachers who are knowledgeable about mathematical content, who understand and use a variety of teaching strategies appropriately, who can effectively integrate technology into classroom learning, and who continually progress as professionals. But what kinds of experiences lead to such professionalism?

A Case of Units

2003 ◽  
Vol 9 (7) ◽  
pp. 397-399
Author(s):  
Christopher M. Kribs-Zaleta ◽  
D'Lynn Bradshaw
Keyword(s):  
Young Children ◽  
Learning Opportunities ◽  
School Mathematics ◽  
Learning Potential ◽  
Mathematical Development ◽  
Great Learning ◽  
The World ◽  
Principles And Standards ◽  
Children’S Work

Young children learn by playing, and they first learn mathematics through exploration that develops naturally from their curiosity and experiences. They count, build, draw, model, and measure the world around them. The informal origins of their first mathematical insights remain an important link to the role of context in learning at any age. It is especially important for teachers to know this, in order to be alert to learning opportunities that arise. By paying attention to the details in students' conversations, we can develop the habit of listening to their mathematical discoveries. Encouraging and focusing these discoveries often releases the great learning potential inside students. Principles and Standards for School Mathematics (NCTM 2000) elaborates on the idea of play being children's work by observing, “Adults support young children's diligence and mathematical development when they direct attention to the mathematics children use in their play, challenge them to solve problems, and encourage their persistence” (p. 74).

Elementary School Personnel and Cultural Factors Affecting Health Education Implementation in the High‐Stakes Testing Era

2021 ◽  
Author(s):  
Melissa K. Boguslawski ◽  
David K. Lohrmann ◽  
Catherine Sherwood‐Laughlin ◽  
Suzanne Eckes ◽  
Andrea K. Chomistek ◽  
...  
Keyword(s):  
Elementary School ◽  
Health Education ◽  
High Stakes Testing ◽  
School Personnel ◽  
Cultural Factors ◽  
High Stakes ◽  
Factors Affecting ◽  
Elementary School Personnel

Effective Reading Instruction for Gifted Readers

2009 ◽  
Vol 25 (3) ◽  
pp. 281-285 ◽  
Author(s):  
Donalyn Miller
Keyword(s):  
Language Arts ◽  
Reading Instruction ◽  
Gifted Students ◽  
High Stakes Testing ◽  
Sixth Grade ◽  
Learning Opportunities ◽  
Reading Programs ◽  
High Stakes ◽  
High Achieving Students ◽  
Heterogeneously Grouped

Assigned as a sixth grade Language Arts teacher in both a homogenously grouped class of gifted students and a heterogeneously grouped class of gifted and high-achieving students, I have struggled to design a program of reading instruction that provides substantially different learning opportunities than what might be offered to gifted readers in a traditional, mixed-ability classroom. A cursory review of published curriculum for gifted readers yields little useful information due to the dated nature of the materials offered. It seems that limited progress has been made in the design or study of reading programs for the gifted since the early 1990's. In our current high-stakes testing world, the needs of gifted readers are rarely considered worthy of reading research efforts, and yet, these students deserve instruction that meets their unique demands.

Teaching Beginning Courses: Flower Power: Creating an Engaging Modeling Problem to Motivate Mathematics Students at an Alternative School

2003 ◽  
Vol 96 (6) ◽  
pp. 430-433
Author(s):  
Karen Koellner-Clark ◽  
Janice Newton
Keyword(s):  
Problem Solving ◽  
Alternative School ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Mathematics Students ◽  
Modeling Problem ◽  
Principles And Standards

Using rich problem activities that require modeling can be engaging for students who struggle to understand the content in entrylevel courses. Further, they provide students with a forum in which communication and problem solving are expected. According to Principles and Standards for School Mathematics, “Interacting with others offers opportunities for exchanging and reflecting on ideas; hence, communication is a fundamental element of mathematics learning” (NCTM 2000, p. 348).

Principles and Standards (2002): February 2002

2002 ◽  
Vol 8 (6) ◽  
pp. 380-383
Author(s):  
Wendy Rich ◽  
Jeane Joyner
Keyword(s):  
Teaching And Learning ◽  
Instructional Program ◽  
School Mathematics ◽  
Internet Technology ◽  
High Quality ◽  
Integrating Technology ◽  
Principles And Standards

Few would argue that computers and Internet technology can positively influence teaching and learning. Unfortunately, teachers face many hurdles when integrating technology with a high-quality mathematics instructional program. Several resources are available through NCTM that support Principles and Standards for School Mathematics (NCTM 2000) and assist teachers with this dilemma.

Measurement: What's the Big Idea?

2004 ◽  
Vol 9 (8) ◽  
pp. 430-431
Author(s):  
Sherri Martinie
Keyword(s):  
Three Dimensional ◽  
Learning Opportunities ◽  
School Mathematics ◽  
Actual Performance ◽  
Principles And Standards ◽  
K 12

The value of building a strong understanding of measurement must not be underestimated. The skills of measurement are frequently encountered in realworld situations, from measuring the size of a room to measuring the time it takes to run a mile in gym class to the amount of water used when a faucet drips. Instruction involving measurement should focus on teaching students, K–12, to 'understand measurable attributes of objects … and apply appropriate techniques, tools, and formulas to determine measurements' (NCTM's Principles and Standards for School Mathematics, p. 44). These measurements may be one, two, or three dimensional and involve length, weight, capacity, time, or temperature. However, research on measurement reports that this concept harbors the largest discrepancy between learning opportunities and actual performance, meaning that although students are instructed in measurement skills in school, they cannot show that they have learned the concept.

Reader Reflections: January 2000

2000 ◽  
Vol 93 (1) ◽  
pp. 4-59
Keyword(s):  
Mathematics Education ◽  
Board Of Directors ◽  
School Mathematics ◽  
High Quality ◽  
The Board Of Directors ◽  
Principles And Standards

The coming years will be exciting as NCTM's updated Standards document, Principles and Standards for School Mathematics, makes its debut in 2000. The coming years will also be challenging as we try to achieve our mission of a high-quality mathematics education for every child. Next year, NCTM members will elect their next president and four members of the Board of Directors.

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