The NCTM
Principles and Standards for School Mathematics laid the foundation over 10 years ago for integration of technology into mathematics.
In A research companion to
principles and standards for school mathematics, edited by J.
Principles and Standards for School Mathematics (Reston, Va.: National Council of Teachers of Mathematics, 2000); Curriculum and Evaluation Standards for School Mathematics (Reston, Va.: NCTM, 1989).
This selection of "Activities" from NCTM's Mathematics Teacher journal was chosen to help teachers as they reach toward the vision of mathematics teaching and learning as described in NCTM's
Principles and Standards for School Mathematics. See page 6 for a full description.
The program provided professional development for 80 teachers in 37 teams of science and mathematics teachers in 12 rural and urban school districts to develop and implement integrated teaching and assessment plans that follow the National Science Education Standards,
Principles and Standards for School Mathematics, Benchmarks for Science Literacy, and Standards of Learning for Virginia Public Schools.
The current curricular changes in mathematics education articulated in the recently released
Principles and Standards for School Mathematics provide an opportunity for rich and substantive dialogue.11 We can all hope that mathematicians will use this document "as a tool for focused, constructive efforts to improve pre-K-12 mathematics education."12 If they do so, we can look forward to valuable discussions about ways to improve the mathematics education of our children.
In the revised
Principles and Standards for School Mathematics (2000), NCTM again discussed mathematical disposition, highlighting the importance of students' confidence, interest, perseverance, and curiosity in learning mathematics.
In the 2000 publication of
Principles and Standards for School Mathematics, NCTM noted that "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning." In view of NCTM's position on computer and calculator use, there is a need to know how available computers and calculators are in schools, how they are being used, and to what extent.
Principles and Standards for School Mathematics describes a future in which all students have access to rigorous, high-quality mathematics instruction, including four years of high school mathematics.
Papers include: (1) "
Principles and Standards for School Mathematics"; (2) "Adding It Up: Helping Children Learn Mathematics"; (3) "How People Learn: Brain, Mind, Experience, and School"; (4) "Before It's Too Late: A Report to the Nation From the National Commission on Mathematics and Science Teaching for the 21st Century"; (5) "Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium"; (6) "The Mathematical Education of Teachers"; (7) "High Stakes: Testing for Tracking, Promotion, and Graduation"; and (8) "Every Child Mathematically Proficient: An Action Plan of the Learning First Alliance." (Contains 10 references.) (YDS)
In the
Principles and Standards for School Mathematics (NCTM, 2000), the National Council of Teachers of Mathematics state that "Effective teachers realize that the decisions they make shape students' mathematical dispositions and can create a rich setting for learning" (NCTM, 2000, p.18).
Our analysis clearly demonstrated that the Geometry Standard for Grades 3-5 from
Principles and Standards for School Mathematics (NCTM 2000) is the most closely aligned to the task (see Wilson and Kitchen 2002 for a full summary of the completed analysis):