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• W329448040 abstract "Recently the National Council of Teachers of Mathematics Curriculum and Evaluation for School Mathematics have been the target of sharp criticism. Many of the proponents of the suggest that thoughtful consideration of how they are interpreted needs to be a central focus in determining their utility in curriculum design and delivery. This article provides some basic suggestions related to avoiding common problems and misinterpretations of the NCTM with regard to developing or revising mathematics curriculums. Introduction: With so many sets of Standards, Frameworks, and Benchmarks being produced by educational interest committees, in subject disciplines ranging from mathematics to the visual and performing arts, it is not surprising to see a generation of teachers that is quickly becoming overwhelmed by an increasingly complex set of demands related to curriculum development and revision. This blizzard of paper, although well intended, has caused some teachers to question what a sound curriculum really looks like and if not interpreted from a thoughtful perspective, can ultimately lead teachers into a pattern of ineffective instruction. Among the first Standards released was the National Council of Teachers of Mathematics (1989) Curriculum and Evaluation for School Mathematics. The Math were very well received and seemed to address the growing concerns of a body of teachers who sought to improve mathematics instruction by incorporating Problem solving, Communication, Reasoning, and Connections into what had traditionally considered a dry and routine subject discipline. Recently however, the Math have come under attack and have been described by some opponents as being largely ineffective with respect to students learning the essentials necessary for adequate performance on standardized tests. Although the NCTM were very well conceived and well written, the initial reaction to the was perhaps a bit too enthusiastic. Teachers willing to adopt the Standards' approach to teaching mathematics many times overlooked the need to continue to use the textbook and other more traditional methods in a way that would help deepen mathematical understanding. The did recommend increased emphasis on using manipulatives and technology, and decreased attention on rote memorization and procedural algorithms; however, they in no way indicated that textbook use should be discontinued or that memorization of some procedures and facts was completely without merit. In the passion of the NCTM's moment, some teachers found themselves abandoning sound practices for a more exciting style of mathematics instruction without really considering the implications of what they were doing, or even how they should interpret the NCTM recommendations. As is the case in so many areas of life, a careful blending of the best points from each end of the instructional spectrum leads to a more sound mathematical curriculum and ultimately a larger body of mathematically literate students. Based on observations and conversations with parents, teachers, and administrators, we decided to develop a list of common mistakes related to curriculum development and revision. This list is not intended to be yet another set of curriculum standards but rather a way for interested educators to become more aware of common curriculum pitfalls as well as to provide some insight as to how they can be avoided. Drum roll please ... Mistake number 10: Teach only the mathematics in the mathematics curriculum. Many of the most meaningful activities in mathematics come from real life situations, which may genuinely interest the students, but don't necessarily appear in the school district objectives. Interdisciplinary teaching, such as math in science, or math in an, is especially powerful. By using other subjects as a catalyst for mathematics instruction, students become more aware of the natural connections that exist between a subject which many of them don't like (math) and others that they do. …" @default.
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• W329448040 date "1998-09-22" @default.
• W329448040 modified "2023-09-24" @default.
• W329448040 title "Ten Ways to Mess Up a Mathematics Curriculum: Suggestions for Avoiding Common Mistakes" @default.
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