Principles to Actions: Moving to a framework for teaching mathematics

2018 ◽  
Vol 25 (3) ◽  
pp. 133-136 ◽  
Author(s):  
DeAnn Huinker
Keyword(s):  
Mathematics Education ◽  
Student Learning ◽  
Success For All ◽  
Content Standards ◽  
Teaching Mathematics ◽  
National Council ◽  
Professional Work ◽  
Evaluation Standards ◽  
Teaching Of Mathematics ◽  
Mathematical Success

In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement with the release of Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Subsequent publications built on this foundation by further detailing the mathematics content of student learning (NCTM 2000, 2006; CCSSI 2010). We have learned, however, that more is needed than content standards if we are to realize the goal of high levels of mathematical understanding by each and every student. For that reason, NCTM formed a writing team in 2012 to envision and develop a document that could guide mathematics education into the future. I served as one of three lead writers on this team. After several revisions, including feedback on a public review draft, our work resulted in the publication of Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). In this article, I provide some background on Principles to Actions, reflect on its initial impact, and suggest next steps for our professional work toward ambitious teaching of mathematics.

For Your Information: May 2008

2008 ◽  
Vol 101 (9) ◽  
pp. 695-697
Keyword(s):  
Student Learning ◽  
Mathematics Teaching ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Success For All ◽  
Teaching Mathematics ◽  
National Council ◽  
Standards Documents ◽  
Improve Student Learning ◽  
Learning And Achievement

In its 1989 and 2000 standards documents, the national council of teachers of mathematics (nctm) describes a vision of mathematics curriculum to ensure success for all students. However, “more than curriculum standards documents are needed to improve student learning and achievement. Teaching matters” (p. 3). In that spirit, nctm delivers the rest of the picture—mathematics teaching today, a revision of the 1991 professional standards for teaching mathematics.

Assessment: Describing Student Performance Qualitatively

1996 ◽  
Vol 1 (10) ◽  
pp. 828-835
Author(s):  
Jinfa Cai ◽  
Maria E. Magone ◽  
Ning Wang ◽  
Suzanne Lane
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Student Performance ◽  
Conceptual Understanding ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Reasoning Problem ◽  
Mathematics Educators

The issue of linking testing with instructional practice is not new. In recent years, mathematics educators have been redefining the goals of mathematics education to include increased attention to problem solving and reasoning. For example, the National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) and the National Research Council's Everybody Counts (1989) suggest an emphasis on reasoning, problem solving, conceptual understanding, and communicating mathematically.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

Informing Learning Through the Clinical Interview

1991 ◽  
Vol 38 (6) ◽  
pp. 44-46
Author(s):  
Madeleine J. Long ◽  
Meir Ben-Hur
Keyword(s):  
Student Outcomes ◽  
Clinical Interview ◽  
School Mathematics ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Paper And Pencil ◽  
Primary Assessment

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Srandards for Teaching Mathematics (1989) endorse the view that assessment should be made an integral part of teaching. Although many of the student outcomes described in the Srandards cannot properly be assessed using paper-and-pencil tests, such tests remain the primary assessment tools in today's classroom.

Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education

1992 ◽  
Vol 23 (5) ◽  
pp. 412-431 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Mathematical Knowledge ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Policy And Practice ◽  
Conservative Movement ◽  
Evaluation Standards

Although NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) are generating considerable interest, there has been little discussion of their ideological and social grounding and effects. By placing the Standards within the growing conservative movement in education, this paper raises a number of crucial issues about the documents, including the depth of the financial crisis in education and its economic and ideological genesis and results; the nature of inequality in schools; the role of mathematical knowledge in our economy in maintaining these inequalities; the possibilities and limitations of a mathematics curriculum that is more grounded in students' experiences; and the complicated realities of teachers' lives. Without a deeper understanding of these issues, the Standards will be used in ways that largely lend support only to the conservative agenda for educational reform.

Experimental Programs: Innovations and Research in the Teaching of Mathematics to the Terminal Student

1967 ◽  
Vol 60 (6) ◽  
pp. 611-618
Author(s):  
Sol Weiss
Keyword(s):  
Mathematics Education ◽  
Low Achievers ◽  
National Council ◽  
Teaching Of Mathematics ◽  
The U.S

Just two years ago, about fifty people interested in improving the mathematics education of low achievers met in Washington, D.C. The meeting was sponsored jointly by the U.S. Office of Education and the National Council of Teachers of Mathematics.

On My Mind: The Standards—Some Second Thoughts

1996 ◽  
Vol 2 (1) ◽  
pp. 8-11
Author(s):  
Stephen S. Willoughby
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Professional Educators ◽  
The Way

Members of the National Council of Teachers of Mathematics can be proud of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Not only has the Standards document set the course for improving mathematics education, but it has been imitated by virtually every other content-oriented teachers' organization. Thus, as well as recasting mathematics education, the NCTM has led the way toward recasting education generally. However, professional educators have an obligation to reconsider and reflect on the Standards themselves and any other recommendations made by responsible educators and organizations.

Teaching Mathematics with Technology: Teaching Mathematics Using Calculators

1991 ◽  
Vol 38 (5) ◽  
pp. 58-60
Author(s):  
David L. Pagni
Keyword(s):  
United States ◽  
Mathematics Education ◽  
The United States ◽  
Professional Organizations ◽  
Teaching Mathematics ◽  
National Council ◽  
Technology Teaching

The last three years has seen a marvelous resurgence of interest in the use of calculators for teaching mathematics. Much of the credit goes to professional organizations like the National Council of Teachers of Mathematics that have promoted the use of calculators. The renewed interest in the use of calculators in schools coupled with the sale of over 250 million electronic hand-held calculators in the last ten years in the United States (about three for each household) suggests that an opportunity exists for a revolution in mathematics education.

Implementing the “Curriculum and Evaluation Standards”: Recognizing and Recording Reform in Mathematics: New Questions, Many Answers

1994 ◽  
Vol 87 (3) ◽  
pp. 190-193
Author(s):  
Joan Ferrini-Mundy ◽  
Loren Johnson ◽  
James R. Smart
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Anecdotal Evidence ◽  
Reform Effort ◽  
Evaluation Standards ◽  
Curriculum And Pedagogy ◽  
Standards Documents

NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and its Professional Standards for Teaching Mathematics (1991) lend possible direction and meaning to the reform effort in mathematics education that is sweeping the country. The documents have been widely disseminated and discussed, and anecdotal evidence indicates that teachers of mathematics are seeking ways to enact the ideas contained in the standards documents. These documents are also inspiring the development of standards in other disciplines. But a number of questions are being raised as schools, districts, states, and provinces attempt to incorporate these Standards in changing their curriculum and pedagogy.

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