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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ456387
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8251
Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education.
Apple, Michael W.
Journal for Research in Mathematics Education, v23 n5 p412-31 Nov 1992
Discusses the ideological and social grounding and effects of the NCTM's "Curriculum and Evaluation Standards for School Mathematics" and "Professional Standards for Teaching Mathematics." Includes issues regarding the financial crisis in education, inequality in schools, the possibilities and limitations of a mathematics curriculum grounded in students' experiences, and the complicated realities of teachers' lives. (49 references) (Author/MDH)
Descriptors: Economic Factors, Educational Change, Educational Equity (Finance), Educational Opportunities, Elementary Secondary Education, Equal Education, Mathematical Applications, Mathematics Education, Mathematics Teachers, Political Influences, Racial Factors, Social Influences, Social Status, Teacher Role, Work Environment
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Curriculum Standards; NCTM Curriculum and Evaluation Standards; NCTM Professional Teaching Standards
Note: See pages 432-37 for Romberg's reaction to this article. See pages 438-40 for Apple's response to Romberg's reaction.