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Analyzing the NCTM standards : looking at arguments by the mathematicians versus the mathematics...
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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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Description
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—disciplinebased
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
standardssetting
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
noncontextualized
problemsolving
(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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