National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics's Books

Investigating the Influence of Standards

A Framework for Research in Mathematics, Science, and Technology Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Understanding the Influence of Standards in K-12 Science, Mathematics, and Technology Education

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Investigating the Influence of Standards

A Framework for Research in Mathematics, Science, and Technology Education

Since 1989, with the publication of Curriculum and Evaluation Standards for Mathematics by the National Council of Teachers of Mathematics, standards have been at the forefront of the education reform movement in the United States. The mathematics standards, which were revised in 2000, have been joined by standards in many subjects, including the National Research Council's National Science Education Standards published in 1996 and the Standards for Technical Literacy issued by the International Technology Education Association in 2000. There is no doubt that standards have begun to influence the education system. The question remains, however, what the nature of that influence is and, most importantly, whether standards truly improve student learning. To answer those questions, one must begin to examine the ways in which components of the system have been influenced by the standards. Investigating the Influence of Standards provides a framework to guide the design, conduct, and interpretation of research regarding the influences of nationally promulgated standards in mathematics, science, and technology education on student learning. Researchers and consumers of research such as teachers, teacher educators, and administrators will find the framework useful as they work toward developing an understanding of the influence of standards.

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148

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National Academies Press

Published Date

ISBN 10

0309171326

ISBN 13

9780309171328

Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

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Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.

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National Academies Press

Published Date

ISBN 10

0309184398

ISBN 13

9780309184397

Designing Mathematics or Science Curriculum Programs

A Guide for Using Mathematics and Science Education Standards

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and the Mathematical Sciences Education Board

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Designing Mathematics or Science Curriculum Programs

A Guide for Using Mathematics and Science Education Standards

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and the Mathematical Sciences Education Board

With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, a clear set of goals and guidelines for achieving literacy in mathematics and science was established. Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling. Researchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievement. Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing Mathematics or Science Curriculum Programs outlines: Components of effective mathematics and science programs. Criteria by which these components can be judged. A process for developing curriculum that is structured, focused, and coherent. Perhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality of education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier onesâ€"from lesson to lesson, unit to unit, year to year. Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable.

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National Academies Press

Published Date

ISBN 10

0309185629

ISBN 13

9780309185622

It's TIME

Themes and Imperatives for Mathematics Education

By: National Council of Supervisors of Mathematics

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It's TIME

Themes and Imperatives for Mathematics Education

By: National Council of Supervisors of Mathematics

Help all students become high-achieving mathematics learners. Gain a strong understanding of mathematics culture, and learn necessary best practices to fully align curriculum and instruction with the CCSS for mathematics. You’ll explore the factors that have traditionally limited mathematics achievement for students and discover practical strategies for creating an environment that supports mathematics learning and instruction.

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130

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Solution Tree Press

Published Date

ISBN 10

193676492X

ISBN 13

9781936764921

Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners

By: National Assoc For Gifted Children,Linda J. Sheffield

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Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners

By: National Assoc For Gifted Children,Linda J. Sheffield

Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes—and demonstrates with specific examples from the CCSS—what effective differentiated activities in mathematics look like for top learners. It shares how educators can provide rigor within the new standards to allow students to demonstrate higher level thinking, reasoning, problem solving, passion, and inventiveness in mathematics. By doing so, students will develop the skills, habits of mind, and attitudes toward learning needed to reach high levels of competency and creative production in mathematics fields.

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122

Publisher

Routledge

Published Date

ISBN 10

1000490319

ISBN 13

9781000490312

Knowing and Learning Mathematics for Teaching

Proceedings of a Workshop

By: National Research Council,Mathematical Sciences Education Board,Center for Education,Mathematics Teacher Preparation Content Workshop Program Steering Committee

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Knowing and Learning Mathematics for Teaching

Proceedings of a Workshop

By: National Research Council,Mathematical Sciences Education Board,Center for Education,Mathematics Teacher Preparation Content Workshop Program Steering Committee

There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions: What is the mathematical knowledge teachers need to know in order to teach well? How can teachers develop the mathematical knowledge they need to teach well? The Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers presented, the activities, and plenary sessions that took place.

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233

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National Academies Press

Published Date

ISBN 10

0309171229

ISBN 13

9780309171229

Measuring What Counts

A Conceptual Guide for Mathematics Assessment

By: National Research Council,Mathematical Sciences Education Board

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Measuring What Counts

A Conceptual Guide for Mathematics Assessment

By: National Research Council,Mathematical Sciences Education Board

To achieve national goals for education, we must measure the things that really count. Measuring What Counts establishes crucial research- based connections between standards and assessment. Arguing for a better balance between educational and measurement concerns in the development and use of mathematics assessment, this book sets forth three principlesâ€"related to content, learning, and equityâ€"that can form the basis for new assessments that support emerging national standards in mathematics education.

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240

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National Academies Press

Published Date

ISBN 10

0309049814

ISBN 13

9780309049818

What Is the Influence of the National Science Education Standards?

Reviewing the Evidence, A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Science Education K-12,Steering Committee on Taking Stock of the National Science Education Standards: The Research

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What Is the Influence of the National Science Education Standards?

Reviewing the Evidence, A Workshop Summary

In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question. Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here. Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC. Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.

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223

Publisher

National Academies Press

Published Date

ISBN 10

0309087430

ISBN 13

9780309087438

Professional Standards for Teaching Mathematics

Executive Summary

By: National Council of Teachers of Mathematics

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Professional Standards for Teaching Mathematics

Executive Summary

By: National Council of Teachers of Mathematics

This booklet is an overview of the NCTM's vision of the direction mathematics instruction should take in this decade and beyond.

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National Council of Teachers of

Published Date

ISBN 10

0873533321

ISBN 13

9780873533324

A Teacher's Guide to Using the Common Core State Standards With Mathematically Gifted and Advanced Learners

By: National Assoc For Gifted Children,Gail R. Ryser,Susan Assouline

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A Teacher's Guide to Using the Common Core State Standards With Mathematically Gifted and Advanced Learners

By: National Assoc For Gifted Children,Gail R. Ryser,Susan Assouline

A Teacher's Guide to Using the Common Core State Standards in Mathematics provides teachers and administrators with practical examples of ways to build a comprehensive, coherent, and continuous set of learning experiences for gifted and advanced students. It describes informal, traditional, off-level, and 21st century math assessments that are useful in making educational decisions about placement and programming. Featuring learning experiences for each grade within one math progression, the book offers insight into useful ways of both accelerating and enriching the CCSS mathematics standards. Each of the learning experiences includes a sequence of activities, implementation examples, and formative assessments. Specific instructional and management strategies for implementing the standards within the classroom, school, and school district will be helpful for both K-12 teachers and administrators.

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114

Publisher

Routledge

Published Date

ISBN 10

1000491544

ISBN 13

9781000491548

Professional Standards for Teaching Mathematics

By: National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics

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Professional Standards for Teaching Mathematics

By: National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics

Authorized Teacher resource for Mathematics, K-12 in Alberta. 1991-2001.

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214

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National Council of Teachers of Mathematics

Published Date

ISBN 10

0873533070

ISBN 13

9780873533072

Book's by National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics

Investigating the Influence of Standards

Investigating the Influence of Standards

Keeping Score

Keeping Score

Designing Mathematics or Science Curriculum Programs

Designing Mathematics or Science Curriculum Programs

It's TIME

It's TIME

Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners

Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners

Knowing and Learning Mathematics for Teaching

Knowing and Learning Mathematics for Teaching

Measuring What Counts

Measuring What Counts

What Is the Influence of the National Science Education Standards?

What Is the Influence of the National Science Education Standards?

Professional Standards for Teaching Mathematics

Professional Standards for Teaching Mathematics

A Teacher's Guide to Using the Common Core State Standards With Mathematically Gifted and Advanced Learners

A Teacher's Guide to Using the Common Core State Standards With Mathematically Gifted and Advanced Learners

Professional Standards for Teaching Mathematics

Professional Standards for Teaching Mathematics

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