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- W576564057 abstract "NCTM s vision for school mathematics includes a call for curriculum that is coherent, focused on important mathematics, and well articulated across the grades (NCTM 2000, p. 14). In an effort to improve student learning of mathematics, a major focus over the past two decades has been on the dual goals of identifying curriculum and aligning curriculum materials and assessments with the standards. This strategy was further promoted by the No Child Left Behind legislative mandate for states to adopt challenging academic content standards in mathematics, reading and language arts, and science that (a) specify what children are expected to know and be able to do; (b) contain coherent and rigorous content; and (c) encourage the teaching of advanced skills in these areas. States, as well as local school districts across the country, have been engaged in discussions and implementation of new grade- and course-level standards. Additionally, national organizations such as the College Board, Achieve, and the American Statistical Association have weighed in with suggested for K-12 mathematics. The three companion articles in this months issues of Teaching Children Mathematics (TCM), Mathematics Teaching in the Middle School (MTMS)f and the Mathematics Teacher (MT) examine issues related to in mathematics in the United States. The article by Randall I. Charles in TCM examines the question, Are state content promoting excellence in teaching and learning mathematics? In MTMS> Aladar Horvath and colleagues raise the question, Are middle-grades state content a constraint or an opportunity? Finally, in the related article in MT> Eric W. Hart and W. Gary Martin discuss current developments with regard to high school mathematics standards, exploring the next steps in the evolution, and use of to improve school mathematics." @default.
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- W576564057 date "2008-01-01" @default.
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- W576564057 title "Middle-Grades Mathematics Standards: Issues and Implications" @default.
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