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Standards-based School Mathematics Curricula - What Are They? What Do Students Learn? (Paperback, illustrated edition)
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Standards-based School Mathematics Curricula - What Are They? What Do Students Learn? (Paperback, illustrated edition)
Series: Studies in Mathematical Thinking and Learning Series
Expected to ship within 10 - 15 working days
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The "Curriculum and Evaluation Standards for School Mathematics"
published by the National Council of Teachers of Mathematics in
1989 set forth a broad vision of mathematical content and pedagogy
for grades K-12 in the United States. These "Standards" prompted
the development of "Standards"-based mathematics curricula. What
features characterize "Standards"-based curricula? How well do such
curricula work?
To answer these questions, the editors invited researchers who had
investigated the implementation of 12 different "Standards"-based
mathematics curricula to describe the effects of these curricula on
students' learning and achievement, and to provide evidence for any
claims they made. In particular, authors were asked to identify
content on which performance of students using "Standards"-based
materials differed from that of students using more traditional
materials, and content on which performance of these two groups of
students was virtually identical. Additionally, four scholars not
involved with the development of any of the materials were invited
to write critical commentaries on the work reported in the other
chapters.
Section I of "Standards-Based School Mathematics Curricula"
provides a historical background to place the current curriculum
reform efforts in perspective, a summary of recent recommendations
to reform school mathematics, and a discussion of issues that arise
when conducting research on student outcomes. Sections II, III, and
IV are devoted to research on mathematics curriculum projects for
elementary, middle, and high schools, respectively. The final
section is a commentary by Jeremy Kilpatrick, Regents Professor of
Mathematics Education at the University of Georgia, on the research
reported in this book. It provides a historical perspective on the
use of research to guide mathematics curriculum reform in schools,
and makes additional recommendations for further research. In
addition to the references provided at the end of each chapter,
other references about the "Standards"-based curriculum projects
are provided at the end of the book.
This volume is a valuable resource for all participants in
discussions about school mathematics curricula--including
professors and graduate students interested in mathematics
education, curriculum development, program evaluation, or the
history of education; educational policy makers; teachers; parents;
principals and other school administrators. The editors hope that
the large body of empirical evidence and the thoughtful discussion
of educational values found in this book will enable readers to
engage in "informed civil discourse" about the goals and methods of
school mathematics curricula and related research.
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