Spotlight on the Principles: The Role of Textbooks in Implementing the Curriculum Principle and the Learning Principle

2003 ◽  
Vol 9 (2) ◽  
pp. 120-124
Author(s):  
Barbara J. Reys ◽  
Jennifer M. Bay-Williams
Keyword(s):  
School Mathematics ◽  
Principles And Standards

Welcome to the new “Spotlight on the Principles.” September's “Spotlight on the Standards” brought to a close the set of articles examining the ten Standards envisioned in NCTM's Principles and Standards for School Mathematics (2000). With this article, the MTMS Editorial Panel is directing the focus of the department on the six Principles, beginning with an overview of the Curriculum Principle and Learning Principle.

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

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).

Sorting Symbol Strings

2005 ◽  
Vol 10 (7) ◽  
pp. 334-338
Author(s):  
Jodie D. Novak ◽  
Judith E. Jacobs
Keyword(s):  
Conceptual Understanding ◽  
School Mathematics ◽  
Skilled Performance ◽  
Principles And Standards

Atheme Throughout All Grade Bands of the Algebra Standard of the NCTM's Principles and Standards for School Mathematics is the ability of students to “represent and analyze mathematical situations and structures using algebraic symbols” (p. 222). In the band for grades 6–8, this theme is further articulated as asking students to “develop an initial conceptual understanding of different uses of variables” (p. 222). Although variables sometimes occur alone, more often they occur in expressions, equations, and inequalities. We will refer to letters and numbers combined in equations, inequalities, and expressions as “symbol strings” as do Chazan and Yerushalmy (2003). The role of the variable is often determined by the symbol string in which it occurs; therefore, if students understand the different kinds of symbol strings, they will understand the roles that variables play. We have developed activities that ask students to identify, describe, compare, and classify symbol strings—in other words, to develop a feel for symbol strings. Chazan and Yerushalmy (2003) discuss it in this way: “Skilled performance [in school algebra] involves developing a feel for symbol strings … that indicates what sorts of creatures they are and what should be done with them.”

Are We Overemphasizing Manipulatives in the Primary Grades to the Detriment of Girls?

2002 ◽  
Vol 9 (1) ◽  
pp. 16-21
Author(s):  
Rebecca C. Ambrose
Keyword(s):  
Problem Solving ◽  
Instructional Practice ◽  
Primary Grades ◽  
School Mathematics ◽  
High Expectations ◽  
Equity Principle ◽  
Promising Practice ◽  
Research Findings ◽  
Principles And Standards

In keeping with the Equity Principle of the Principles and Standards for School Mathematics (NCTM 2000), educators must maintain high expectations for all children and continually examine their practices to ensure that all children learn mathematics with understanding. The instructional practice of using manipulatives for problem solving merits closer examination because it may send the wrong message to some children. Recent research indicates that some girls' understanding seems to be limited by their overreliance on manipulatives. Before presenting the research findings, I will outline the role of manipulatives in supporting the development of children's understanding, then examine how this promising practice can be detrimental when used too often.

What influence will the new Principles and Standards for School Mathematics (2000) have?

2000 ◽  
Vol 31 (4) ◽  
pp. 394-395
Author(s):  
Judith T. Sowder
Keyword(s):  
Annual Meeting ◽  
Research Community ◽  
School Mathematics ◽  
The Public ◽  
Principles And Standards

The new NCTM Principles and Standards for School Mathematics (2000) were presented to the public with great fanfare at the NCTM Annual Meeting in Chicago in April of this year. The mood was celebratory, perhaps even more so than when the 1989 Standards were presented. How will these new Principles and Standards be accepted? What influence will they have? Are there messages here to which the research community ought to be attending?

Legal ethics

2018 ◽  
Author(s):  
Richard Tur
Keyword(s):  
Conflict Of Interest ◽  
Ethical Issues ◽  
Applied Ethics ◽  
Legal Ethics ◽  
Role Morality ◽  
The Third ◽  
Integral Element ◽  
Principles And Standards ◽  
Set Up

Legal ethics can be considered from at least three related viewpoints. First, as ‘professional ethics’, it is a corpus of rules, principles and standards, often embodied in a written code and disseminated, applied and enforced by appropriate governing bodies as a guide to the professional conduct of lawyers. Legal professions set up specific institutions and officers to monitor and assist practitioners and to accumulate experience and expertise in applying detailed provisions in morally complex situations. For some commentators this is primarily regulation or administration and not ethics at all, but for others it is ethics in action or ‘applied ethics’. ‘Applied ethics’ is the second aspect of legal ethics, distinguished from ethics in general by the focus on ethical issues in the context of legal practice, including confidentiality, conflict of interest or acting for a morally disreputable client. Interesting though such questions may be in themselves, some writers do not acknowledge that they are truly questions of ethics, because the duties and privileges of specialist functional groups generally and lawyers in particular are not universalizable. For others, including some feminist ethicists, the ‘agent as such’ does not exist and we all encounter moral difficulties and problems, if we encounter them at all, only in the context of some specific relationship or role, for example in the role of a lawyer. Legal ethics thus requires an analysis of role morality. The third aspect of legal ethics is as an integral element in general philosophical and legal education.

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