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Analyzing the NCTM standards : looking at arguments by the mathematicians versus the mathematics educators / Marvett S. Cobourne

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Identifier	Thesis 1752
Author	Cobourne, Marvett S., 1971-
Title	Analyzing the NCTM standards : looking at arguments by the mathematicians versus the mathematics educators / Marvett S. Cobourne
Publisher	Central Connecticut State University
Date	2004
Resource Type	Master's Thesis
Notes	For years mathematics education has been at the center of discussion and action aimed at reforming curricula, teaching, and assessment in American schools and universities. Prodded by a series of critical national advisory reports and by disappointing results from international comparisons of student mathematics achievement, the National Council of Teachers of Mathematics (NCTM) formulated an agenda for reform when they initiated a new phenomenon in American public education—discipline-based content standards for school curricula in three volumes (Fey, 1999). So, when the NCTM passed the first landmark standards curriculum in 1989, with the publication of Curriculum and Evaluation Standards for School Mathematics, this initiative started a series of standards-setting activities for other disciplines by specific associations, state agencies, and even the federal government (Dossey, 1994). It was praised by many organizations and was met with general approval from most audiences (McLeod, Stake, Schappelle, Mellissinos, & Gierl, 1996). However, a backlash ensued, the dissenting groups being led by theoretical mathematicians who felt that proof and some symbolic manipulation topics were not given enough attention, and some parent groups that wanted to maintain a focus on computational algorithms and non-contextualized problem-solving (Addington & Roitman, 1996). They feared the mathematics curriculum would be "watered down" and that decline in students' performance would be caused by the implementation of the NCTM Standards (Munchin and Goodman, 2000). iii Mathematics education in the United States of America continues to be a topic of intense interest for politicians and the general public, as well as for mathematicians and mathematics educators. This interest was once again heightened four years ago by the release of the Principles and Standards for School Mathematics (2000) and without any hesitation it went under intense scrutiny and criticisms by several interest groups and individuals. The NCTM has produced many documents, four of them being directly related to the so called Standards, two of which are the actual curriculum Standards. The purpose of this research study is to use the two sets of arguments presented by mathematicians and mathematics educators to critically analyze all four NCTM Standards (1989,1991,1995 and 2000). This historical study will work from literature and interviews and will describe and analyze all four of the NCTM Standards but in most part the two content Standards published in 1989 and 2000. It will be seen that while not all mathematicians oppose the Standards, not all mathematics educators have embraced them.
Subject	National Council of Teachers of Mathematics Mathematics -- Study and teaching
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	57671717
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Analyzing the NCTM standards : looking at arguments by the mathematicians versus the mathematics educators / Marvett S. Cobourne

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