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Journal articles on the topic 'Mathematics in the national curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (May 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.

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2

Hobbs, David, Paul Dowling, and Richard Noss. "Mathematics versus the National Curriculum." Mathematical Gazette 75, no. 473 (October 1991): 363. http://dx.doi.org/10.2307/3619525.

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Whetton, David, L. Bostock, S. Chandler, A. Shepherd, and E. Smith. "STP National Curriculum Mathematics 10B." Mathematical Gazette 84, no. 499 (March 2000): 154. http://dx.doi.org/10.2307/3621527.

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Shiu, Christine. "Mathematics in the National Curriculum." Curriculum Journal 1, no. 1 (May 1990): 15–23. http://dx.doi.org/10.1080/0958517900010104.

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Hamidy, Anwaril, J. Jailani, and Fathur Rahman. "The Effect of National Examination and Curriculum on Students’ Performance in Solving TIMSS Model Mathematics Problems." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 8, no. 1 (June 30, 2020): 1. http://dx.doi.org/10.33394/j-ps.v8i1.1991.

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This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two ways analysis of variance. Data analysis revealed that there were significance main effect of national examination and curriculums, also interaction effect between of them on mathematic achievement. There were significance main effect of national examination and curriculums on content domain. But, there was no significance interaction effect between of them on performance in solving geometry. There were significance main effect of national examination and curriculums on cognitive domain. But, there was no significance interaction effect between of them on knowing thinking level.

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Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (May 1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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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.

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McClure, Elizabeth, L. Bostock, S. Chandler, A. Shepherd, and E. Smith. "STP National Curriculum Mathematics: Book 10A." Mathematical Gazette 83, no. 498 (November 1999): 541. http://dx.doi.org/10.2307/3620995.

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8

Burton, Leone. "Managing Mathematics in the National Curriculum." Management in Education 4, no. 1 (January 1990): 35–37. http://dx.doi.org/10.1177/089202069000400112.

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9

Bobis, Janette. "International Update: a National Australian Statement on Mathematics." Arithmetic Teacher 40, no. 8 (April 1993): 486–87. http://dx.doi.org/10.5951/at.40.8.0486.

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A National Statement on Mathematics for Australian Schools (Australian Education Council and the Curriculum Corporation 1991) wa released in July 1991. This document is the result of a collaborative project whose recommendations are to be implemented by the State and Territory Government education systems in Australia. It does not prescribe a panicularcurriculum but supplies a framework around which system and schools in the proces of planning can structure their mathematic curriculum.

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Hatfield, Mary M., and Gary G. Bitter. "Communicating Mathematics." Mathematics Teacher 84, no. 8 (November 1991): 615–22. http://dx.doi.org/10.5951/mt.84.8.0615.

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Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.

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Woodgate, B., D. Kuchemann, and E. Harper. "Explorations in Mathematics: National Curriculum Level 5." Mathematical Gazette 75, no. 471 (March 1991): 105. http://dx.doi.org/10.2307/3619006.

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Collison, Judith. "Using Performance Assessment to Determine Mathematical Dispositions." Arithmetic Teacher 39, no. 6 (February 1992): 40–47. http://dx.doi.org/10.5951/at.39.6.0040.

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The proliferation of information and information technology demands educational change, especially in mathematics. The emphasis must shift from mere acquisition to the use of information to deepen mathematical understanding and appreciation. The NCTM 's Curriculum and Evaluation Standards (1989) envisions a new curriculum. Among its goals are the development of “mathematical power,” or “numeracy” (National Research Council 1989) and an appreciation of the beauty and power of mathematic (NCTM 1989). Mathematics instruction must not merely expand students' knowledge of mathematics but must also foster intellectual courage and a set of positive personal attitudes, or dispositions, that enable and empower students.

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Harwell, Michael, Thomas R. Post, Arnie Cutler, Yukiko Maeda, Edwin Anderson, Ke Wu Norman, and Amanuel Medhanie. "The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course." American Educational Research Journal 46, no. 1 (March 2009): 203–31. http://dx.doi.org/10.3102/0002831208323368.

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The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation–funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area.

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Litwiller, Bonnie H., and David R. Duncan. "Combinatorics Connections: Playoff Series and Pascal's Triangle." Mathematics Teacher 85, no. 7 (October 1992): 532–35. http://dx.doi.org/10.5951/mt.85.7.0532.

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One major theme of the National Council of Teachers of Mathematic's Curriculum and Evaluation Standards far School Mathematics (1989) is the connection between mathematical ideas and their applications to real-world situations. We shall use concepts from discrete mathematics in describing the relationship between sports series and Pascal's triangle.

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Shealy, Barry E. "Becoming Flexible with Functions: Investigating United States Population Growth." Mathematics Teacher 89, no. 5 (May 1996): 414–18. http://dx.doi.org/10.5951/mt.89.5.0414.

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Real-world contexts are appearing more often in international curricula, and the arguments for using modeling and applications are broadening (Blum and Niss 1991). The National Council of Teachers of Mathematics, in its Curriculum and Evaluation Standards for School Mathematics (1989), suggests that modeling is a great context for developing problem-solving and reasoning skills. These types of experiences promote communication and allow students to make connections among mathematical ideas and between mathematics and other disciplines. Modeling activities are also consistent with the concept of a core curriculum, offering contexts for a variety of types and depths of problems. It is not surprising that the Curriculum and Evaluation Standards points out that students should be able to “apply the process of mathematical modeling to real-world problem situations” (NCTM 1989, 137)

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Corwin, Rebecca B. "Implementing the Professional Standards for Teaching Mathematics: Doing Mathematics Together: Creating a Mathematical Culture." Arithmetic Teacher 40, no. 6 (February 1993): 338–41. http://dx.doi.org/10.5951/at.40.6.0338.

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Rebecca Corwin is professor of education at Lesley College in Cambridge. Massachusetts. where she teaches courses in mathematics education. curriculum development and computer intergration. She is also codirector of the National Science foundation-funded Talking Mathematics projett at the Technical Education Research Center (TERC) in Cambridge

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Rind, Amjad Ali, and Shahid Hussain Mughal. "An Analysis of Pakistan’s National Curriculum of Mathematics at Secondary level." Electronic Journal of Education, Social Economics and Technology 1, no. 1 (August 30, 2020): 39–42. http://dx.doi.org/10.33122/ejeset.v1i1.4.

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The purpose of the study were to analyze the Curriculum document of National Curriculum of mathematics of secondary grades. The study employed qualitative research paradigm within it the discourse analysis technique was used to analyze the mathematics curriculum document. Discourse analysis helps in understanding the written, spoken and signs language used in any document analysis. The sample of the study were foreword, introduction, objectives, reviewer’s notes and list of reviewers, the sections of mathematics in the national curriculum of mathematics (2006) for secondary grades. The findings of the study revealed that the National Curriculum of mathematics (NCM) 2006 was focused on transfer of Knowledge. However, it neglected the conceptual understanding of essential subject matter. It has been also discovered that the content of the mathematics is not taught according to the prescribed curriculum. Moreover, standard were not implemented properly. The role learners were recipient of knowledge and that of teachers is transmitter .Thus, it neglected the participatory and constructive approach of teaching and learning mathematics. Moreover, the curriculum ideology was not considered while developing the mathematics curriculum. It is suggested that the curriculum developers should revisit the policy on social constructive approach so that curriculum can be taught conceptually rather than standard based. Moreover, formative assessment should be included throughout the year rather taking annual examinations. It is recommended that teachers should impart mathematics education by linking math to social context and encourage students to construct meanings socially.

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Stoessiger†, Rex, and Paul Ernest. "Mathematics and the national curriculum: primary teachers’ attitudes." International Journal of Mathematical Education in Science and Technology 23, no. 1 (February 1992): 65–74. http://dx.doi.org/10.1080/0020739920230107.

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Mughal, Shahid Hussain, Muhammad Mujtaba Asad, and Donnie Adams. "Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement." International Journal of Educational Management 35, no. 1 (October 8, 2020): 159–72. http://dx.doi.org/10.1108/ijem-04-2020-0203.

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PurposeThe national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in improving the quality of math education in rural schools of the province. However, the purpose of this research study is to figure out the challenges that teachers are facing while achieving the goals of the national curriculum by teaching mathematics at the primary level in educational institutes of Pakistan.Design/methodology/approachIn this research study qualitative research approaches have been utilized, in which focus group discussions (FGDs) were used as data collection techniques. Furthermore, thematic analysis of the data led toward the development of four overarching themes such as teachers' knowledge about mathematics curriculum, challenges relating to mathematics content and pedagogy, difficulties in developing conceptual understanding and designing lesson plans to address students' diversity.FindingsThe overall findings of this research study suggested that the majority of teachers are facing difficulties in mathematics content teaching such as decimal fraction, unitary method, measurement principles, practical geometry and data handling. Moreover, teachers are also facing challenges and difficulties in developing hands-on and minds-on activities in the teaching of mathematical concepts to the students of primary level in educational institutes of Pakistan.Practical implicationsThis research study will facilitate the teachers and stakeholders to address the problematic issues in the domain of content delivery of mathematics. Whereas, this study recommends educating teachers about national mathematics curriculum and to develop a CPD framework for mathematics teachers for the enhancement of their pedagogical content knowledge. The study also recommends orientating school heads about the different aspects of math curriculum so that they can mentor math teachers in achieving math curriculum goals.Originality/valueThis is the first research study of its nature, which targets and highlights the teacher's perceptions toward the achieving the goals of national mathematics curriculum of Pakistan and addressing the pedagogical challenges faced in mathematics teachers. There is a dearth of studies in mathematics education in Sindh province. The issue is of immense importance, the findings will help teachers to improve mathematics instructions at primary level.

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Piazza, Jenny A., Margaret M. Scott, and Elizabeth C. Carver. "Thematic Webbing and the Curriculum Standards in the Primary Grades." Arithmetic Teacher 41, no. 6 (February 1994): 294–98. http://dx.doi.org/10.5951/at.41.6.0294.

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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.

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Post, Thomas R., Amanuel Medhanie, Michael Harwell, Ke Wu Norman, Danielle N. Dupuis, Thomas Muchlinski, Edwin Andersen, and Debra Monson. "The Impact of Prior Math Achievement on the Relationship Between HS Math Curricula and Postsecondary Math Performance, Course-Taking, and Persistence." Journal for Research in Mathematics Education 41, no. 3 (May 2010): 274–308. http://dx.doi.org/10.5951/jresematheduc.41.3.0274.

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This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially developed curriculum, the University of Chicago School Mathematics Project curriculum, or National Science Foundation-funded curriculum comprised the sample. Of interest were comparisons of the difficulty level and grade in their initial and subsequent college mathematics courses, and the number of mathematics courses completed over 8 semesters of college work. In general, high school curriculum was not differentially related to the pattern of mathematics grades that students earned over time or to the difficulty levels of the students' mathematics course-taking patterns. There also was no relationship between high school curricula and the number of college mathematics courses completed.

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22

Belbase, Shashidhar. "A Comparative Study of Mathematics Education in the United States and Nepal." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 1–20. http://dx.doi.org/10.3126/mefc.v4i4.26355.

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The purpose of this paper is to compare four domains of mathematics education-curricular materials, pedagogical process, teacher education, and assessment of students’ learning in the United States of America (USA) and Nepal. I applied categorical thinking for document analysis from the literature to find some key concepts related to the four categories of comparison. The Common Core State Standards for Mathematics (CCSSM) is a major curriculum standard implemented in many states in the USA, whereas, the National Curriculum Framework (NCF) is the major policy document that guides school mathematics curricula in Nepal. Mostly, classroom practices are student-centred with problem-solving, reasoning and critical thinking in the USA, but it is mostly drill-and-practice in Nepal. Preservice mathematics teacher education in the USA and Nepal are conducted by universities, but there is a vast difference in the courses offered in these countries. Assessment of students’ learning in mathematics is continuously done in classroom activities and exams including some standardized exams in selected grades in the USA, whereas, assessment in Nepal is done with periodic and final exams including standardized district and national tests in selected grades. I discussed some implications of the study.

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Harwell, Michael R., Thomas R. Post, Amanuel Medhanie, Danielle N. Dupuis, and Brandon LeBeau. "A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking." Journal for Research in Mathematics Education 44, no. 5 (November 2013): 742–74. http://dx.doi.org/10.5951/jresematheduc.44.5.0742.

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This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college. Three types of curricula were studied: National Science Foundation (NSF)-funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students' course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level.

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Nelson, D. "Logic and the National Curriculum." Teaching Mathematics and its Applications 19, no. 1 (March 1, 2000): 2–7. http://dx.doi.org/10.1093/teamat/19.1.2.

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Cornelius, Michael, and Mark Sumner. "Mathematics in the National Curriculum: A Subject Development Manual for Mathematics Departments." Mathematical Gazette 76, no. 476 (July 1992): 298. http://dx.doi.org/10.2307/3619155.

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Hirsch, Christian R., Harold L. Schoen, and Harold L. Schoen. "Implementing The Standards: A Core Curriculum for Grades 9–12." Mathematics Teacher 82, no. 9 (December 1989): 696–701. http://dx.doi.org/10.5951/mt.82.9.0696.

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A three-year core curriculum is the most fundamental change proposed for grades 9–12 in the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989). The Standards document identifies a common body of mainstream mathematical topics that all high school students should have the opportunity to learn. Present curricula attempt to accommodate differences in students' backgrounds, interests, and educational goals through the selection of topics. Unfortunately, the narrow, trackable programs that evolve from this perspective restrict many students to arithmetic computation only and thus serve as an early critical filter to opportunity and careers. Within the proposed core curriculum, differentiation would occur primarily in the manner in which topics are treated. It would be based on the depth to which common topics are pursued, the degree of difficulty of exercises and applications, the level of abstraction at which ideas are discussed, and, of course, the pace of instruction.

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(Skip) Fennell, Francis. "Curriculum Focal Points for Pre-K–Grade 8 Mathematics: A Quest for Coherence." Mathematics Teaching in the Middle School 12, no. 3 (October 2006): 150. http://dx.doi.org/10.5951/mtms.12.3.0150.

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On April 24, 2006, the National Council of Teachers of Mathematics (NCTM) Board of Directors approved “Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence.” The Curriculum Focal Points are specifically designed to provide leadership in the discussion about important mathematical topics at the pre- K–8 level. This introduction will define, identify the need for, and place in perspective the use of the focal points.

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Fiske, Michael B. "Soundoff: Are Teachers Prepared to Implement The Standards?" Mathematics Teacher 83, no. 4 (April 1990): 248–51. http://dx.doi.org/10.5951/mt.83.4.0248.

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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) presents a view of precollege mathematics t hat stresses the development of mathematical power. Framed within the context of students' needs, societal expectations, and engaging teaching, the Standards proposes to define the mathematical content of school mathematics. It responds to the crisis in mathematics education described in Everybody Counts: A Report to the Nation on the Future of Mathematics Education (National Research Council 1989), A Nation at Risk (National Commission on Excellence in Education 1983), and Educating Americans for the 21st Century (National Science Board Commission on Precollege Education in Mathematics, Science, and Technology 1983). Although representing a consensus of mathematics educators, the Standards does not present a research basis for its recommendations (NCTM 1988) and thus at times stands at odds with the descriptive accounts of current mathematics teaching practices found in The Underachieving Curriculum (McKnight et al. 1987) and The Mathematics Report Card (Dossey, Mullis, Lindquist, and Chambers 1988). This article examines implications for teaching of explicit and implicit assumptions in the Standards and compares them with other views in the literature.

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Hirsch, Christian R., Glenda Lappan, and Harold L. Schoen. "Implementing the Standards: Transition to High School Mathematics." Mathematics Teacher 82, no. 8 (November 1989): 614–18. http://dx.doi.org/10.5951/mt.82.8.0614.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) proposes a common core of mainstream mathematical topics that all high school students should have the opportunity to learn. The need for such a reconceptualization of the curriculum is dramatically documented in the NRC report Everybody Counts (MSEB and National Research Council 1989). But the success of the proposal hinges to a large degree on the nature of mathematical experiences in the transition years, grades 7-8.

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Viitala, Hanna. "Two finnish girls and mathematics: Similar achievement level, same core curriculum, different competences." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (February 28, 2015): 137–50. http://dx.doi.org/10.31129/lumat.v3i1.1056.

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Mathematical thinking and problem solving are essential parts of learning mathematics described in the Finnish National Core Curriculum for Basic Education. Evaluations on both have been done at national and international level. However, in a request for deeper understanding of pupils’ mathematical thinking we need to move beyond paper tests. This paper is a first look into the mathematical thinking of two Finnish girls, Emma and Nora, in their final year of Finnish comprehensive school. After solving a real-life situated problem in a classroom, the girls talk about mathematics and problem solving in an interview. The focus of the analysis is on the learning objectives, core content and final-assessment criteria related to thinking skills and methods in the Finnish curriculum. Also some results on metacognition and affect will be reported. The results suggest that while both pupils have similar achievement level in mathematics, their competences are different: Emma is more competent in problem solving and Nora is more self-confident and self-guided in learning mathematics and can more easily recognize mathematics outside school.

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Reys, Robert. "Sound Off! Mathematics Curricula and Guinea Pigs." Mathematics Teacher 94, no. 1 (January 2001): 6–7. http://dx.doi.org/10.5951/mt.94.1.0006.

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Today Standards-based mathematics curricula are often discussed. In this commentary, Standardsbased refers to mathematics curriculum materials that are designed to address the content and pedagogy guidelines outlined in the NCTM's Standards documents (NCTM 1989, 1991, 2000). Standardsbased mathematics curricula projects funded by the National Science Foundation (NSF) are available for use in schools and have sparked serious disagreements about what and how mathematics should be taught in schools. Charges and countercharges have been made (Becker and Jacob 2000; Kilpatrick 1997; Wu 1997). Ads in prominent media have served as outlets to polarize those with opposing viewpoints. They have also brought an unprecedented level of national attention to mathematics education. Strategies for improving the mathematics learning of our children have long been debated and researched within the mathematics education community. However, the recent organized use of national media outlets to broadcast disagreements has created an unhealthy and unproductive atmosphere.

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Kulm, Gerald. "Making Sure That Your Mathematics Curriculum Meets Standards." Mathematics Teaching in the Middle School 4, no. 8 (May 1999): 536–41. http://dx.doi.org/10.5951/mtms.4.8.0536.

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Mathematics curriculum materials have come under heavy criticism in the wake of the results of the Third International Mathematics and Science Study (TIMSS). According to the TIMSS analysis, the mathematics curriculum has been characterized as splintered and unfocused, and United States mathematics textbooks have been described as “a mile wide and an inch deep” (Schmidt, McKnight, and Raizen 1996). Meanwhile, the National Science Foundation has funded the development of new mathematics materials that are designed to align with national standards (NCTM 1989) and to address the perception that current textbooks need improvement. These new materials are now becoming available through commercial publishers.

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Carroll, William M. "Brief Report: Results of Third-Grade Students in a Reform Curriculum on the Illinois State Mathematics Test." Journal for Research in Mathematics Education 28, no. 2 (March 1997): 237–42. http://dx.doi.org/10.5951/jresematheduc.28.2.0237.

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Over the past decade, there has been a call for major reforms in mathematics education, from classrooms where students memorize facts and practice algorithms to classrooms in which reasoning and understanding are given more emphasis (National Council of Teachers of Mathematics [NCTM], 1989, 1991, 1995). In response, a number of curricula have been developed that attempt to meet this vision. One reform curriculum in widespread usage is the University of Chicago School Mathematics Project's (UCSMP) elementary curriculum, Everyday Mathematics. In the UCSMP curriculum, students work in small groups exploring mathematics in real-life contexts, using calculators, manipulatives, and other mathematical tools from kindergarten onward. In contrast to traditional curricula, students are encouraged to use these tools or to “invent” their own computational algorithms to solve problems, and the sharing of their alternative solution methods is a regular part of class discussions. Additionally, problems are nearly always application-based and never presented as sets of symbolic problems. For example, in a second-grade UCSMP lesson, students are given a picture depicting various animals and their heights or lengths. During this activity, students work in small groups to construct number stories that compare the animal heights and then to find a solution method. In the follow-up discussion, students share their stories and solution procedures and offer alternative methods.

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Kasten, Peggy. "Projects: Delaware 6-12 Exemplary Mathematics Curriculum Implementation." Mathematics Teacher 93, no. 9 (December 2000): 798. http://dx.doi.org/10.5951/mt.93.9.0798.

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The Delaware 6–12 Exemplary Mathematics Curriculum Implementation (DEMCI) project seeks to substantially scale up from existing pilot projects to implement research-based, standardsdriven mathematics curricula in middle school and high school programs throughout Delaware. This National Science Foundation (NSF)–funded project is a partnership of fourteen Delaware school districts, the University of Delaware, and the Delaware Department of Education. Over the 38-month life of the project, 300 middle school and high school mathematics teachers—nearly two-thirds of all secondary mathematics teachers in Delaware— will engage in a substantial program of professional development that exceeds 150 hours for all teachers and may approach 200 hours for many.

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Babbitt, Beatrice C., and Virginia Usnick. "Hypermedia: a Vehicle for Connections." Arithmetic Teacher 40, no. 8 (April 1993): 430–32. http://dx.doi.org/10.5951/at.40.8.0430.

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In recent years, numerous reports have called for reform in American education in general and mathematics education in particular (e.g., Leitzel[1991]; NCTM [1991]; National Research Council [1989, 1990, 1991]). One suggested reform is revamping the curriculum to include mathematics more relevant to society and student current needs. In addition to changing the curriculum. these report have recommended changes in the method used to teach the curriculum. Among the suggested changes in methodology are an increased use of technology and opponunities for students to connect mathematical ideas.

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Prendergast, Mark, and Joseph Roche. "Supporting Mathematics Teachers’ Development through Higher Education." International Journal of Higher Education 6, no. 1 (January 13, 2017): 209. http://dx.doi.org/10.5430/ijhe.v6n1p209.

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Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content.

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HUDSON, BRIAN, SYLVIA JOHNSON, JOHN ROUTLEDGE, JIM SMITH, and PETER SMITH. "Mathematics National Curriculum Tests Key Stage 3: Purpose and Value?" Teaching Mathematics and its Applications 12, no. 2 (1993): 49–51. http://dx.doi.org/10.1093/teamat/12.2.49.

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Andrews, Paul. "Information Technology in the Mathematics National Curriculum: Policy Begets Practice?" British Journal of Educational Technology 28, no. 4 (October 1997): 244–56. http://dx.doi.org/10.1111/1467-8535.00032.

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Francis, Raymond W. "Connecting the curriculum through the national mathematics and science standards." Journal of Science Teacher Education 7, no. 1 (March 1996): 75–81. http://dx.doi.org/10.1007/bf00118347.

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Czigel, Érica, Fabiane Mondini, and Elisangela Pavanelo. "A Base Nacional Comum Curricular (BNCC) e a organização da matemática no ensino fundamental." Revista Pesquisa Qualitativa 7, no. 15 (December 23, 2019): 356. http://dx.doi.org/10.33361/rpq.2019.v.7.n.15.289.

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Resumo: Este artigo apresenta os resultados de um estudo sobre a organização da matemática para o Ensino Fundamental a partir da homologação da Base Nacional Comum Curricular (BNCC). Adotamos como metodologia a pesquisa qualitativa desenvolvida na abordagem fenomenológica. Por meio desse texto, apresentamos uma análise hermenêutica do documento da BNCC que divide opiniões: é considerada um avanço na educação escolar brasileira, no sentido de que procura valorizar as necessidades sociais das diferentes regiões do país, integrando componentes curriculares e temas transversais, que são pertinentes na formação dos cidadãos e, também, é visto como um retrocesso, por não estabelecer como base questões envolvendo gênero, educação sexual e diversidade cultural.Palavras-chave Base Nacional Comum Curricular; Legislação Escolar; Matemática. The national curriculum and the teaching of mathematics in BrazilAbstract: This paper presents the results of a study on the organization of mathematics for elementary school from the approval of the National Curriculum Common Base (BNCC). We adopted as methodology a qualitative research developed as a phenomenological approach. In this text we present a hermeneutic analysis of the BNCC document that divides opinions: it is considered an advance in Brazilian school education, in the sense that it seeks to value the social needs of different regions of the country, integrating curricular components and cross-cutting themes, which are relevant in the formation of citizens and, also, is seen as a setback, as it does not establish as basis issues involving gender, sexuality education and cultural diversity.Keywords: National Curriculum; School Legislation; Mathematics.

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Schielack, Jane F. "Reaching Young Pupils With Technology." Arithmetic Teacher 38, no. 6 (February 1991): 51–55. http://dx.doi.org/10.5951/at.38.6.0051.

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Recommendations in such current publications as NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) and the National Research Council's Everybody Counts (1989) emphasize the full use of technology in the classroom at all grade levels. But what is the role of technology in the early grades? How can computers best be used to support primary-level mathematics instruction? Where does the use of the calculator fit into the primary-level pupil's development of mathematical concepts? How can we justify the abstract nature of calculator activities in a primary-level mathematics curriculum built on the needs of young pupils to experience concrete representations of mathematical concepts?

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Billstein, Rick. "Assessment: The STEM Model." Mathematics Teaching in the Middle School 3, no. 4 (January 1998): 282–96. http://dx.doi.org/10.5951/mtms.3.4.0282.

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The Six Through Eight Mathematics (STEM) project is one of the National Science Foundation's (NSF) funded middle school mathematics curriculum projects. The project received initial funding in 1992; the finished product is expected to be available in 1998. The STEM curriculum is organized in teaching units called modules. Each module is organized around a conceptual theme, such as “flight” or “wonders of the world.” The use of thematic modules promotes students' developing and applying mathematical concepts in broad contextual situations so that they do not view mathematics as a collection of separate and unrelated topics.

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Romberg, Thomas A. "One Point of View: NCTM's Curriculum and Evaluation Standards: What They Are and Why They Are Needed." Arithmetic Teacher 35, no. 9 (May 1988): 2–3. http://dx.doi.org/10.5951/at.35.9.0002.

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During this past year, NCTM has produced a working draft of a set of curriculum and evaluation Standard for school mathematics (Commission on Standards for School Mathematics of the National Council of Teachers of Mathematic 1987). As chair of the Commission, I have been asked to respond to four questiona.

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Kamii, Constance, and Barbara Ann Lewis. "Achievement Tests in Primary Mathematics: Perpetuating Lower-Order Thinking." Arithmetic Teacher 38, no. 9 (May 1991): 4–9. http://dx.doi.org/10.5951/at.38.9.0004.

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The Curriculum and Evaluation Standards (NCTM 1989) states that if we want to improve the nation's mathematics education, it is necessary to change the current method of evaluation that depends on standardized achievement tests. The National Research Council (1989) is even more explicit about the harmful effects of achievement testing.

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McCarthy, Maeve L., and K. Renee Fister. "BioMaPS: A Roadmap for Success." CBE—Life Sciences Education 9, no. 3 (September 2010): 175–80. http://dx.doi.org/10.1187/cbe.10-03-0023.

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The manuscript outlines the impact that our National Science Foundation Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences program, BioMaPS, has had on the students and faculty at Murray State University. This interdisciplinary program teams mathematics and biology undergraduate students with mathematics and biology faculty and has produced research insights and curriculum developments at the intersection of these two disciplines. The goals, structure, achievements, and curriculum initiatives are described in relation to the effects they have had to enhance the study of biomathematics.

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Garrison, Leslie. "Making the NCTM's Standard Work for Emergent English Speakers." Teaching Children Mathematics 4, no. 3 (November 1997): 132–38. http://dx.doi.org/10.5951/tcm.4.3.0132.

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When the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standard for School Mathematics in 1989, new guidelines for mathematics curriculum and instruction were established. At the heart of the new standards were four guiding principles for mathematics instruction.

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Schulman, Linda. "New Assessment Practices in Mathematics." Journal of Education 178, no. 1 (January 1996): 61–71. http://dx.doi.org/10.1177/002205749617800105.

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Assessment practices need to change in mathematics classrooms that adopt the curriculum standards recommended by the National Council of Teachers of Mathematics (NCTM). An assessment system that focuses on broad learning outcomes, uses tasks that are aligned with instructional practices, involves students actively in the process, and informs teachers' instructional and curricular decisions is recommended. Such an assessment process requires teachers to identify important mathematical ideas, along with performance standards that describe what students must do to demonstrate that those ideas have been learned. Open-ended questions, observations, interviews, pre- and post-assessments, self- and peer-assessments are strategies that can be used to gather evidence of students learning. Documentation strategies are needed to help teachers organize and manage assessment data. NCTM has provided six standards for assessment that teachers can use as guidelines to help them evaluate the appropriateness of assessment tasks.

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Ball, D. "What is the role of IT within the National Mathematics Curriculum?" Journal of Computer Assisted Learning 6, no. 4 (December 1990): 239–45. http://dx.doi.org/10.1111/j.1365-2729.1990.tb00372.x.

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Silver, Edward A. "Cross-national comparisons of mathematics curriculum materials: what might we learn?" ZDM 41, no. 6 (September 11, 2009): 827–32. http://dx.doi.org/10.1007/s11858-009-0209-1.

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Scheaffer, Richard, and Josh Tabor. "Contemporary Curriculum Issues: Statistics in the High School Mathematics Curriculum: Building Sound Reasoning under Uncertain Conditions." Mathematics Teacher 102, no. 1 (August 2008): 56–61. http://dx.doi.org/10.5951/mt.102.1.0056.

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Statistics is the key to decision making in the information age. The importance of statistical thinking for life and work is reflected in state and provincial mathematics frameworks and in national standards.

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