A Look at the Development of Data Representation and Analysis in Curriculum Focal Points: A Quest for Coherence

2007 ◽  
Vol 13 (4) ◽  
pp. 208-210
Author(s):  
Jane F. Schielack ◽  
Cathy Seeley
Keyword(s):  
Data Analysis ◽  
Grade Level ◽  
Focal Point ◽  
Data Representation ◽  
School Mathematics ◽  
Descriptive Statistics ◽  
Focal Points ◽  
Principles And Standards ◽  
Grade 8 ◽  
Developing Knowledge

One of the questions often raised with regard to NCTM's Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence is, “Where are data representation and analysis?” In this month's Focal Points feature, we take a look at an area of content—data representation and analysis—that is important enough to warrant a separate strand in Principles and Standards for School Mathematics (NCTM 2000) but that does not appear in the title of a content Focal Point until Grade 8. However, in the Appendix of Curriculum Focal Points, in comparison with Principles and Standards, it is clear that the content of the Data Analysis strand presented in each of the pre- K–2, 3–5, and 6–8 grade bands in the Standards is included in the specific grade-level descriptions in Curriculum Focal Points. Skills for data representation begin in prekindergarten and appear throughout later grades and are presented as connections to the concepts and skills involved in the Geometry and Measurement Focal Points. In Kindergarten through Grade 7, data representation and analysis in the Connections to the Focal Points sections also provide meaningful contexts as students apply their developing knowledge of number and operations. In Grade 8, the analysis of data through descriptive statistics becomes a Focal Point in itself.

Implementation of the NCTM Curriculum Focal Points: Concept versus Content

2007 ◽  
Vol 13 (2) ◽  
pp. 78-80
Author(s):  
Jane F. Schielack ◽  
Cathy Seeley
Keyword(s):  
Mathematics Curriculum ◽  
School Mathematics ◽  
Focal Points ◽  
Major Step ◽  
Versus Content ◽  
P 16 ◽  
Principles And Standards ◽  
Coherent Curriculum ◽  
Grade 8

On September 12, 2006, the NCTM released a new lens through which to view the content presented in Principles and Standards for School Mathematics (NCTM 2000). In Principles and Standards, the Curriculum Principle calls for a mathematics curriculum to be coherent, focused on important mathematics, and well articulated across the grades. This means that an effective curriculum “gives teachers guidance regarding important ideas or major themes, which receive special attention at different points in time. It also gives guidance about the depth of study warranted at particular times and when closure is expected for particular skills or concepts” (NCTM 2000, p. 16). With the publication of Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence, NCTM has taken a major step toward defining the mathematics that every student should know and be able to do. Where the Principles and Standards presented content across multiple grade bands, this new publication applies the Curriculum Principle to create a specific example of a focused and coherent curriculum, prekindergarten through grade 8.

Curriculum Focal Points for Pre-K–Grade 8 Mathematics: A Quest for Coherence

2006 ◽  
Vol 100 (3) ◽  
pp. 179
Keyword(s):  
School Mathematics ◽  
Focal Points ◽  
Principles And Standards ◽  
Grade 8

An introduction to the topic of the NCTM's “Curriculum Focal Points for Prekindergraten through Grade 8 Mathematics: A Quest for Coherence,” including the need for the focal points, what they are, how they should be used, and how they are related to the Principles and Standards for School Mathematics. The purpose for the Curriculum Focal Points is to provide leadership in the discussion about important mathematical topics at the pre-K-8 level.

Principles and Standards (2002): April 2002

2002 ◽  
Vol 8 (8) ◽  
pp. 482-487
Author(s):  
James E. Tarr
Keyword(s):  
Data Analysis ◽  
Probability Learning ◽  
School Mathematics ◽  
Content Standards ◽  
Instructional Programs ◽  
Learning Expectations ◽  
Basic Concepts ◽  
Principles And Standards ◽  
K 12 ◽  
Standard States

NCTM's Principles and Standards for School Mathematics (2000) identifies Data Analysis and Probability as one of the five content standards for pre-K–12 mathematics and delineates learning expectations at each of four grade bands. This standard places much more emphasis on data analysis than on probability, particularly for grades pre-K through 5. Indeed, only one of the four goals in the standard directly addresses probability, and no probability learning expectations are explicitly stated for grades pre-K through 2. The standard states, however, that “instructional programs from prekindergarten through grade 12 should enable all students to understand and apply basic concepts of probability” (p. 48).

Focal Points—What's Next for You?

2007 ◽  
Vol 13 (1) ◽  
pp. 4
Author(s):  
Francis Fennell
Keyword(s):  
Mathematics Education ◽  
School District ◽  
Grade Level ◽  
Curricular Reform ◽  
Focal Points ◽  
Local School District ◽  
Local School ◽  
Grade Levels ◽  
State And Local ◽  
Grade 8

NCTM's Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence was published in 2006. Change, or reform, has been something we in mathematics education have been involved with for decades—some would say since Sputnik, or for half a century. The intent of Curriculum Focal Points is to begin a dialogue relative to curricular reform at the pre-K–8 level, paying particular attention to state and local school district curricular frameworks. Some state frameworks contain over 100 outcomes at each grade level. What's a teacher to do? What's really important at these grade levels?

Activities for Students: A Matter of Survival

2002 ◽  
Vol 95 (2) ◽  
pp. 100-112
Author(s):  
Victoria Young
Keyword(s):  
Data Analysis ◽  
School Mathematics ◽  
Medical Patients ◽  
Current Technology ◽  
Principles And Standards ◽  
Abundant Data ◽  
Analyze Data

The Data Analysis and Probability Standard of Principles and Standards for School Mathematics (NCTM 2000) urges students in all grades to devise ways to gather and analyze data. The vast quantities of data that will confront these future citizens, businesspeople, consumers, and medical patients will be overwhelming unless they have the tools that they need to interpret these data. Probability simulations offer ways to quickly gather abundant data, and current technology can readily support the accumulation of randomly generated results. This activity facilitates the implementation of these mathematical goals in an appealing way.

scholarly journals An Investigation into Adolescents’ Self-perception as Readers

2020 ◽  
Vol 11 ◽  
pp. 268-275
Author(s):  
Myo Thandar Cho
Keyword(s):  
Data Analysis ◽  
Female Students ◽  
T Test ◽  
Descriptive Statistics ◽  
Male Students ◽  
Self Perception ◽  
Young Learners ◽  
Test Female ◽  
One Way Anova ◽  
Grade 8

The purpose of this study is to investigate adolescents' (Grade 8, Grade 9, and Grade 10 students) self-perception as readers. The sample consisted of 184 students (91 males and 93 females). Students’ self-perception as readers were measured by using Reader Self-perception Scale 2 was developed by Henk, Melnick, and Marinak (2013). Descriptive statistics, independent sample t test, and one-way ANOVA were used for data analysis. This study showed that young learners’ self-perception as readers was satisfactory. According to the results of the t test, female students’ self-perception as readers was significantly higher than that of male students at p < .05. One-way ANOVA revealed that Grade 10 students’ self-perception as reader specifically in progress category was highest among Grade 8, Grade 9, and Grade 10 students at p < .01.

scholarly journals Risks and Barriers Associated with Mobile Money Transactions in Tanzania

2016 ◽  
Vol 7 (2) ◽  
pp. 121 ◽  
Author(s):  
Gwahula Raphael
Keyword(s):  
Data Analysis ◽  
Regulatory Authority ◽  
Focal Point ◽  
Descriptive Statistics ◽  
Primary Data ◽  
Mobile Money ◽  
Identity Card ◽  
Research Findings ◽  
Network Infrastructures

The study was about Risks and Barriers Associated with Mobile Money Transactions in Tanzania. The focal point of the study was to spot and reveal risks and barriers experienced by mobile money users in mobile money transactions (MMT) and the frequencies of their incidences. It also assesses the level of users' understanding and how they can avoid themselves from barriers and risks exposing environment. The research was based on primary data which was collected in a survey done in Ilala district through questionnaires. Data analysis was based on descriptive statistics and interpretation based on positivist assumptions in which the results were quantitative and independent from the researcher. The research findings reveal that while the most likely experienced risks are a loss of password, fake transaction request, and fake money, the barriers are a poor network, agent lack liquidity, and lack of identity card. However, the rate of incidence of risks and barriers in MMT are moderates. The study, therefore, recommend that the regulatory authority should guarantee the security of mobile money users by improving MMT rules and regulations, they should also stress mobile companies to create MMT awareness in risks, rules and regulations to mobile money users to encourage their participation in this industry and finally the mobile company should improve mobile money network infrastructures and application platforms.

A Look at the Development of Ratios, Rates, and Proportionality

2007 ◽  
Vol 13 (3) ◽  
pp. 140-142
Author(s):  
Cathy Seeley ◽  
Jane F. Schielack
Keyword(s):  
Middle School ◽  
Building Block ◽  
Secondary Mathematics ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Linear Functions ◽  
Focal Points ◽  
Rates Of Change ◽  
Future Success ◽  
Grade 8

One of the most significant features of Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence is that the document highlights the coherent development across the grades of important ideas and the connections among these ideas. In this month's Focal Points article, we will take a look at one of the most important ideas in middle school mathematics: proportionality. The ability to recognize, understand, and work with ratios, rates, and proportional relationships is crucial to future success in algebra. When students are able to describe situations involving constant rates of change and discuss how two quantities are related proportionally, they will be prepared to understand linear functions. This understanding is a critical building block to the study of topics found in secondary mathematics.

Activities for Students: Designing the Dynamic Domino Race

2002 ◽  
Vol 95 (7) ◽  
pp. 502-508
Author(s):  
Elizabeth George Bremigan
Keyword(s):  
Data Analysis ◽  
Mathematics Teachers ◽  
Olympic Games ◽  
Numerical Data ◽  
School Mathematics ◽  
Principles And Standards ◽  
The Olympic Games

Students of all ages are enthusiastic about the Olympic Games. Many mathematics teachers use this context as an opportunity for students to examine numerical data while they display and discuss the results of different events and the success of various countries during the Olympic Games. These discussions allow teachers to address several aspects of the Data Analysis and Probability Standard from Principles and Standards for School Mathematics (NCTM 2000).

Hubungan Dinamika Kelompok dan Keberdayaan Peternak dengan Keberhasilan Program Kelompok Peternak Sapi Potong

2019 ◽  
Vol 2 (5) ◽  
pp. 603
Author(s):  
Muhammad Romadhon ◽  
Amiruddin Saleh
Keyword(s):  
Data Analysis ◽  
Correlation Coefficient ◽  
Group Dynamics ◽  
Descriptive Statistics ◽  
Statistic Analysis ◽  
Group Approach ◽  
The People ◽  
The Government ◽  
People Group ◽  
Cattle Farmer

A group approach having an excess because its scope broader, and in accordance with communal culture of the people. Group dynamics and independency farmers become a yardstick to judge whether the programs the government (the course of development) involving group cattle farmers cut is sustainable or not, so that it can be evaluated for sustainability the next. The purpose of research are (1) analyze group dynamics formed in the group spr mega jaya, (2) analyzed levels of independency of farmers in the farmers spr mega jaya, (3) analyze relations group dynamics and independency of farmers with the success kejar farmers spr mega jaya. Data analysis of analysis descriptive statistics (a frequency, the percentage, on the average), and statistic analysis inferential by test a correlation coefficient rank the spearman. The research results show that group dynamics spr mega jaya tends in category high, and independency of farmers spr mega jaya tends in category enough, while test relations shows that there is a positive connection welfare between group dynamics the cattle farmer and independency of farmers with the success kejar cattle farmers cut. This means that the more dynamic group spr mega jaya and independency of felt farmers high, so the success of the program group farmers who reached the higher.Keywords: group dynamics, independency of groups, sekolah peternakan rakyatABSTRAKPendekatan kelompok memiliki kelebihan karena cakupannya yang lebih luas, dan sesuai dengan budaya masyarakat komunal. Dinamika kelompok dan keberdayaan peternak menjadi tolok ukur untuk menilai apakah program pemerintah (program pembangunan) yang melibatkan kelompok peternak sapi potong bersifat sustainable atau tidak, sehingga dapat dievaluasi untuk keberlanjutan program selanjutnya. Tujuan dari penelitian adalah (1) menganalisis dinamika kelompok yang terbentuk dalam kelompok SPR Mega Jaya, (2) menganalisis tingkat keberdayaan peternak pada kelompok peternak SPR Mega Jaya, (3) menganalisis hubungan dinamika kelompok dan keberdayaan peternak dengan keberhasilan program kelompok peternak SPR Mega Jaya. Analisis data berupa analisis statistik deskriptif (frekuensi, persentase, rata-rata), dan analisis statistik inferensial dengan uji koefisien korelasi rank Spearman. Hasil penelitian menunjukkan bahwa dinamika kelompok SPR Mega Jaya cenderung pada kategori tinggi, dan keberdayaan peternak SPR Mega Jaya cenderung pada kategori cukup, sedangkan uji hubungan menunjukkan bahwa terdapat hubungan positif signifikan antara dinamika kelompok peternak dan keberdayaan peternak dengan keberhasilan program kelompok peternak sapi potong. Hal ini berarti bahwa semakin dinamis kelompok SPR Mega Jaya dan keberdayaan yang dirasakan peternak tinggi, maka keberhasilan program kelompok peternak yang tercapai semakin tinggi.Kata kunci: dinamika kelompok, keberdayaan kelompok, sekolah peternakan rakyat

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