Felix Klein and the NCTM's Standards: A Mathematician Considers Mathematics Education

2000 ◽  
Vol 93 (8) ◽  
pp. 714-717
Author(s):  
Kim Krusen McComas
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Rote Learning ◽  
German Mathematician ◽  
Evaluation Standards ◽  
10Th Anniversary ◽  
Felix Klein ◽  
Look Back ◽  
Principles And Standards ◽  
Year 2000

The year 1999 marked the 10th anniversary of the NCTM's Curriculum and Evaluation Standards for School Mathematics. It also marked the 150th anniversary of the birth of German mathematician Felix Klein, who lived from 1849 to 1925. Although the relation between these two anniversaries may not be obvious, the connection is that Klein, were he still alive today, would probably support the NCTM's Standards. As the year 2000 brings us NCTM's Principles and Standards for School Mathematics, let us look back to the year 1900 and find Felix Klein at the forefront of a movement to reform mathematics education from rote learning to more meaningful mathematical learning.

Connecting Research to Teaching: Addressing the Equity Principle in the Mathematics Classroom

2008 ◽  
Vol 101 (8) ◽  
pp. 604-608
Author(s):  
Tonya G. Bartell ◽  
Margaret R. Meyer
Keyword(s):  
Mathematics Education ◽  
Mathematics Classroom ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Equity Principle ◽  
Significant Change ◽  
Principles And Standards

The publication of Curriculum and Evaluation Standards (NCTM 1989) marked the beginning of a period of significant change in mathematics education. However, that document and many contemporaneous calls for reform lacked a clear focus on equity (Meyer 1989). A decade later, Principles and Standards for School Mathematics (NCTM 2000) began to address that shortcoming.

One Point of View: Reclaiming School Mathematics

1990 ◽  
Vol 37 (8) ◽  
pp. 4-5
Author(s):  
Portia Elliott
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Design Change

The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).

“New math” in the gay nineties

1976 ◽  
Vol 23 (3) ◽  
pp. 165-166
Author(s):  
Gary A. Deatsman
Keyword(s):  
Nineteenth Century ◽  
Mathematics Education ◽  
School Mathematics ◽  
Rote Learning ◽  
Mathematics Curricula ◽  
New Math

I had always assumed that the development of school mathematics curricula since the nineteenth century had been characterized by fairly steady progress accelerated by the “new math” movement of the last decade. Back in the days of horse and buggy, mathematics education was supposedly strictly rote learning of rules and algorithms with little or no understanding. Endless drill was employed to produce the army of accurate human calculators needed before machines were developed to take over this work.

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.

Spotlight on the Principles: The Pursuit of Mathematics for All!

2005 ◽  
Vol 10 (9) ◽  
pp. 479-483
Author(s):  
Laurie Rubel ◽  
Margaret R. Meyer
Keyword(s):  
Mathematics Education ◽  
Strong Support ◽  
School Mathematics ◽  
High Expectations ◽  
Speaking Out ◽  
Reasonable Accommodations ◽  
Equity Principle ◽  
Access To Technology ◽  
Principles And Standards

“EXCELLENCE IN MATHEMATICS education requires equity—high expectations and strong support for all students.” Thus begins the Equity Principle found in Principles and Standards for School Mathematics (NCTM 2000, p. 12). It goes on to detail some of the dimensions of equity: high expectations, strong support, reasonable accommodations, worthwhile opportunities, and access to technology. People are unlikely to disagree with the stance implied by the Equity Principle. “Mathematics for all” is a rallying cry akin to “liberty and justice for all.” To disagree with the Principle would be like speaking out against motherhood or apple pie. Yet the pathway to mathematics for all is not always clear. What does equity in mathematics look like in our classrooms and schools? How would individual teachers proceed if the Equity Principle was guiding their teaching?

Focused Strategies for Middle-Grades Mathematics Vocabulary Development

2007 ◽  
Vol 13 (4) ◽  
pp. 200-207
Author(s):  
Rheta N. Rubenstein
Keyword(s):  
Mathematics Education ◽  
Middle Grades ◽  
Mathematical Thinking ◽  
Vocabulary Development ◽  
School Mathematics ◽  
One Dimension ◽  
Mathematical Language ◽  
Mathematics Vocabulary ◽  
Principles And Standards

Principles and Standards for School Mathematics reminds us that communication is central to a broad range of goals in mathematics education (NCTM 2000). These goals include students' being able to (1) organize and consolidate mathematical thinking; (2) communicate coherently with teachers, peers, and others; (3) analyze and evaluate others' strategies; and (4) use language to express mathematics precisely. One part of communication is acquiring mathematical language and using it fluently. This article addresses learning vocabulary as one dimension of mathematics communication.

Spotlight on the Principles/Standards: Building Mathematically Powerful Students through Connections

2002 ◽  
Vol 7 (9) ◽  
pp. 484-488
Author(s):  
Christine Thomas ◽  
Carmelita Santiago
Keyword(s):  
Mathematics Curriculum ◽  
School Mathematics ◽  
Mathematical Tasks ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Natural Inclination ◽  
Points Of View ◽  
Principles And Standards

Connections in mathematics can be implemented in ways that create excitement in the classroom, develop in students a love for doing mathematics, and foster students' natural inclination for pursuing mathematical tasks. According to the Curriculum and Evaluation Standards for School Mathematics, “If students are to become mathematically powerful, they must be flexible enough to approach situations in a variety of ways and recognize the relationships among different points of view” (NCTM 1989, p. 84). Principles and Standards for School Mathematics (NCTM 2000) further asserts that students develop a deeper and more lasting understanding of mathematics when they are able to connect mathematical ideas. The 1989 and 2000 Standards clearly delineate the power and importance of connections in the mathematics curriculum. This article examines and compares curricular recommendations for connections in the two documents.

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

One Point of View: The Dangers of Implementing the Standards; or, When Bad Things Happen to Good Ideas

1992 ◽  
Vol 40 (1) ◽  
pp. 8-9
Author(s):  
David J. Whitin
Keyword(s):  
Mathematics Education ◽  
Whole Language ◽  
Writing Process ◽  
Language Education ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The Way

A trhough I embrace the vision that the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) sets for us in the field of mathematics education, I am already worried about the way many people have begun to interpret it. My concerns echo those in the field of language education who fear the same fare for the writing process and whole language movement. Bad things can happen to good ideas, including the curriculum and evaluation standards, unless we are clear about what that document is and is not.

Soundoff: Where are the Counselors?

1992 ◽  
Vol 85 (7) ◽  
pp. 510-511
Author(s):  
Marla P. Peterson
Keyword(s):  
Mathematics Education ◽  
School Counselors ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Education Assessment ◽  
Education Profession

While reading the list of people who were involved in planning the 1991 National Summit on Mathematics Education Assessment, I noticed that no school counselors were included. However, individuals who have given excellent support to school counselors were represented. These National Summit representatives, along with others who are implementing and assessing the effectiveness of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), need to encourage the mathematics education profession to solicit assistance from school counselors.

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