Families Ask: Understanding Mathematics and Basic Skills

2001 ◽  
Vol 7 (1) ◽  
pp. 8-9
Author(s):  
Daniel J. Brahier
Keyword(s):  
School Districts ◽  
Teaching Practices ◽  
Real Life ◽  
School Mathematics ◽  
Curriculum Materials ◽  
Community Members ◽  
Evaluation Standards ◽  
Life Problems ◽  
Hands On ◽  
Principles And Standards

Since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and Principles and Standards for School Mathematics (NCTM 2000), many school districts and teachers have implemented new curriculum materials to achieve the vision of the Standards. In addition, many educators have adopted a constructivist viewpoint in their teaching practices, resulting in hands-on lessons for children and the use of real-life problems, visual and hands-on approaches, and invented strategies for solving problems. In the context of reform, however, parents and community members are prone to question whether their children will actually “learn the basics” when engaged in hands-on, real-life investigations.

Technology Tips: Fishy Formulas

1997 ◽  
Vol 90 (8) ◽  
pp. 666-671
Author(s):  
William Bosch ◽  
Jennifer Sizoo ◽  
Anita Curtis ◽  
Shannon Klein ◽  
Cheryl Micale ◽  
...  
Keyword(s):  
Real Life ◽  
Authentic Learning ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Learning Tasks ◽  
Life Problems ◽  
Evaluation Strategies ◽  
Independent Variable ◽  
Game Fish

With increased emphasis on implementing national and local standards in the classroom, educators are searching for authentic learning tasks and evaluation strategies. The NCTM's Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) encourages teachers to provide students with real-life problems and mathematical explorations. One such problem, presented in sports-fishing magazines, is developing a formula that predicts the weight (W) in pounds of a game fish given its length (L) in inches. Since length is easier to approximate, or actually measure, than weight, the length of the fish is considered the independent variable, and weight, the dependent variable. Sternberg (1996, 58–59) and Giordano and Weir (1985, 59–62) suggest the formula

Internal Rate of Return

2005 ◽  
Vol 98 (8) ◽  
pp. 531-533
Author(s):  
Harris S. Shultz
Keyword(s):  
Real Life ◽  
School Mathematics ◽  
Rate Of Return ◽  
Opportunities To Learn ◽  
Internal Rate Of Return ◽  
Daily Lives ◽  
Internal Rate ◽  
Subject Areas ◽  
Principles And Standards

The Principles and Standards for School Mathematics (NCTM 2000, pp. 65–66) states, “School mathematics experiences at all levels should include opportunities to learn about mathematics by working on problems arising in contexts outside of mathematics. These connections can be to other subject areas and disciplines as well as to students' daily lives.” In this article we shall see that the discipline of finance can provide rich real–life applications of mathematics.

Felix Klein and the NCTM's Standards: A Mathematician Considers Mathematics Education

2000 ◽  
Vol 93 (8) ◽  
pp. 714-717
Author(s):  
Kim Krusen McComas
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Rote Learning ◽  
German Mathematician ◽  
Evaluation Standards ◽  
10Th Anniversary ◽  
Felix Klein ◽  
Look Back ◽  
Principles And Standards ◽  
Year 2000

The year 1999 marked the 10th anniversary of the NCTM's Curriculum and Evaluation Standards for School Mathematics. It also marked the 150th anniversary of the birth of German mathematician Felix Klein, who lived from 1849 to 1925. Although the relation between these two anniversaries may not be obvious, the connection is that Klein, were he still alive today, would probably support the NCTM's Standards. As the year 2000 brings us NCTM's Principles and Standards for School Mathematics, let us look back to the year 1900 and find Felix Klein at the forefront of a movement to reform mathematics education from rote learning to more meaningful mathematical learning.

Teaching Sensible Mathematics in Sense-Making Ways with the CPMP

1995 ◽  
Vol 88 (8) ◽  
pp. 694-700 ◽  
Author(s):  
Christian R. Hirsch ◽  
Arthur F. Coxford ◽  
James T. Fey ◽  
Harold L. Schoen
Keyword(s):  
School Districts ◽  
School Mathematics ◽  
Sense Making ◽  
Teaching Mathematics ◽  
Assessment Practices ◽  
Classroom Teachers ◽  
Current Policy ◽  
Evaluation Standards ◽  
American Schools ◽  
Assessment Standards

Current policy reports addressing mathematics education in American schools, such as Everybody Counts (NRC 1989), Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), Professional Standards for Teaching Mathematics (NCTM 1991), and Assessment Standards for School Mathematics (NCTM 1995), call for sweeping reform in curricular, instructional, and assessment practices. Implementing the proposed reforms poses new opportunities and challenges for school districts, mathematics departments, and classroom teachers.

Spotlight on the Principles/Standards: Building Mathematically Powerful Students through Connections

2002 ◽  
Vol 7 (9) ◽  
pp. 484-488
Author(s):  
Christine Thomas ◽  
Carmelita Santiago
Keyword(s):  
Mathematics Curriculum ◽  
School Mathematics ◽  
Mathematical Tasks ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Natural Inclination ◽  
Points Of View ◽  
Principles And Standards

Connections in mathematics can be implemented in ways that create excitement in the classroom, develop in students a love for doing mathematics, and foster students' natural inclination for pursuing mathematical tasks. According to the Curriculum and Evaluation Standards for School Mathematics, “If students are to become mathematically powerful, they must be flexible enough to approach situations in a variety of ways and recognize the relationships among different points of view” (NCTM 1989, p. 84). Principles and Standards for School Mathematics (NCTM 2000) further asserts that students develop a deeper and more lasting understanding of mathematics when they are able to connect mathematical ideas. The 1989 and 2000 Standards clearly delineate the power and importance of connections in the mathematics curriculum. This article examines and compares curricular recommendations for connections in the two documents.

Abi, A. M. (2016). Integrasi Etnomatematika Dalam Kurikulum Matematika Sekolah. Jurnal Pendidikan Matematika Indonesia, 1-6. François, K. (2009). The Role of Ethnomathematics within Mathematics Education. Proceedings of CERME 6 (pp. 1517-1526). Lyon France: INRP 2010. Mansur HR. (2015, February). Menciptakan Pembelajaran Efektif melalui Apersepsi. Retrieved from LPMP Sulsel: http://www.lpmpsulsel.net/v2/index.php?option=com_content&view=article&id=327:pembelajaran‐efektif‐ M.Balamurugan. (2015). ETHNOMATHEMATICS; AN APPROACH FOR LEARNING MATHEMATICS FROM MULTICULTURAL PERSPECTIVES. INTERNATIONAL JOURNAL OF MODERN RESEARCH AND REVIEWS, 716-720. NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. Snipes, V., & Moses, P. (2001). Linking Mathematics and Culture to Teach Geometry Concepts. Retrieved from Semantic Scholar: https://www.semanticscholar.org/paper/Linking-Mathematics-and-Culture-to-Teach-Geometry-Snipes/de16ae98aa72c9eef916e40f2e91dd17deb5a179 Stylianides, A. J., & Stylianides, G. J. (2007). Learning Mathematics with Understanding: A Critical Consideration of the Learning Principle in the Principles and Standards for School Mathematics. The Mathematics Enthusiast, 103-114. Sukayati, & Suharjana, A. (2009). PEMANFAATAN ALAT PERAGA MATEMATIKA DALAM PEMBELAJARAN DI SD. Yogyakarta: PPPPTK Matematika Yogyakarta. Wijaya, A., Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 555-584. Yusuf, M. W., Ibrahim Saidu, I., & Halliru, A. (2010). ETHNOMATHEMATICS (A Mathematical Game in Hausa Culture). International Journal of Mathematical Science Education, 36-42. Yvette d’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia - Social and Behavioral Sciences, 2818 – 2824.

2017 ◽  
Vol 3 (2) ◽  
pp. 1928-1941
Author(s):  
Ernawati . ◽  
◽  
Kurniawati . ◽  
Keyword(s):  
School Mathematics ◽  
Mathematical Science ◽  
Evaluation Standards ◽  
Mathematics Tasks ◽  
Learning Mathematics ◽  
Mathematical Game ◽  
Principles And Standards ◽  
Multicultural Perspectives ◽  
Critical Consideration

The Pythagorean Theorem with Jelly Beans

2008 ◽  
Vol 14 (4) ◽  
pp. 202-207
Author(s):  
Jeong Oak Yun ◽  
Alfinio Flores
Keyword(s):  
Middle Grades ◽  
Empirical Approach ◽  
School Mathematics ◽  
Pythagorean Theorem ◽  
Geometric Shapes ◽  
Hands On ◽  
Principles And Standards

principles and standards for school mathematics advocates an experimentation approach to middle-grades geometry study (nctm 2000). Students are asked to explore and examine a variety of geometric shapes and discover their characteristics and properties using hands-on materials. They also create inductive arguments about the pythagorean relationship. This empirical approach to the pythagorean theorem, for example, will lay the foundation for analytical proofs.

Principles and Standards: What is Algebra in Elementary School

2001 ◽  
Vol 8 (4) ◽  
pp. 196-200
Author(s):  
Jennifer M. Bay-Williams
Keyword(s):  
High School ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Early Mathematics ◽  
Principles And Standards ◽  
Abstract Content ◽  
K 12

Patterns have long been part of early mathematics experiences. The K–4 Patterns and Relationships Standard in Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) was replaced in Principles and Standards for School Mathematics (NCTM 2000) with a K–12 Algebra Standard. This Standard encompasses patterns, functions, and some topics that are beyond what traditionally was considered to be algebra. However, the word algebra, often associated with content covered in a traditional middle school or high school course, can evoke feelings of anxiety and raise questions of appropriateness when discussed in relation to elementary school children. What is algebra in elementary school if it is more than identifying and extending patterns in the early grades yet is not the abstract content of an algebra course?

NCTM's Standards for School Mathematics, K – 12

1988 ◽  
Vol 81 (5) ◽  
pp. 348-351
Author(s):  
Charles S. Thompson ◽  
Edward C. Rathmell
Keyword(s):  
Mathematics Education ◽  
School Districts ◽  
Mathematics Learning ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
State And Local ◽  
K 12 ◽  
National Tests ◽  
Local Levels

The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.

Understanding Students' Problem-Solving Knowledge through Their Writing

2007 ◽  
Vol 13 (2) ◽  
pp. 102-109
Author(s):  
Diana F. Steele
Keyword(s):  
Problem Solving ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Writing In Mathematics ◽  
Principles And Standards

The Curriculum and Evaluation Standards for School Mathematics, published in 1989 by NCTM, placed an emphasis on the importance of communication for learning and doing mathematics. Writing is one way to achieve this valuable communication in the classroom. In 2000, Principles and Standards for School Mathematics emphasized writing as being an important aspect of communication: “Writing in mathematics can also help students consolidate their thinking because it requires them to reflect on their work and clarify their thoughts about the ideas developed in the lesson' (NCTM 2000, p. 61). Several studies have also shown ways that writing can be an effective tool for improving students' learning of mathematics (Bell and Bell 1985; Pugalee 2001; Steele 2005). Pugalee (2001) found in his work with students that writing could potentially help students increase their problemsolving ability in mathematics.

Sign in / Sign up

Export Citation Format

Share Document