ERIC Number: ED344783
Record Type: RIE
Publication Date: 1992
Reference Count: 0
A Core Curriculum: Making Mathematics Count for Everyone. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades 9-12.
Meiring, Steven P.; And Others
The 1989 document, "Curriculum and Evaluation Standards for School Mathematics," provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. When completed, it is expected that the Addenda Series will consist of 22 supporting books designed to interpret and illustrate how the vision could be translated into classroom practices. Targeted at mathematics instruction in grades K-6, 5-8, and 9-12, the themes of problem solving, reasoning, communication, and connections are woven throughout the materials, as is the view of assessment as a means of guiding instruction. This book, "A Core Curriculum," is intended to provide instructional ideas and materials that will support implementation of a core curriculum in grades 9-12. The preface identifies issues that must be addressed in transition to a core curriculum as it reshapes mathematical content, pedagogy, and student assessment. Five chapters present: (1) a discussion of the changes in the nature of mathematics instruction; (2) matrices as an example of a mathematical topic now introduced in a core curriculum previously reserved for college bound students; (3) a crossover curriculum model consisting of two parallel course sequences that follow the same syllabus, including sample lessons reflecting four levels of depth appropriate for the two sequences; (4) enrichment and differentiated curriculum models for implementation of a core curriculum, including sample lessons from selected topics representative of these models; and (5) a plan for changing to a core curriculum, presenting six phases for implementation: awareness, commitment, planning, development, implementation, and evaluation. Appendices I and II present model syllabi for a crossover curriculum and a differentiated curriculum. (Seventy-eight references and an annotated bibliography of core resources are provided.) (MDH)
Descriptors: Concept Formation, Core Curriculum, Curriculum Design, Curriculum Development, Curriculum Enrichment, Discovery Learning, Enrichment Activities, Functions (Mathematics), Geometry, High Schools, Learning Activities, Lesson Plans, Manipulative Materials, Mathematical Concepts, Mathematical Enrichment, Mathematical Models, Mathematics Curriculum, Mathematics Education, Matrices, Pattern Recognition, Patterns in Mathematics, Proof (Mathematics), Secondary School Mathematics, Teaching Guides, Teaching Methods
National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 22091 ($17.00).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: National Council of Teachers of Mathematics, Inc., Reston, VA.
Identifiers: NCTM Curriculum and Evaluation Standards
Note: For the document on which this series is founded, see ED 304 336. For other titles in this series, see ED 339 598, ED 339 602-604, ED 339 615-617, and SE 052 884-886.