ERIC Number: ED462298
Record Type: RIE
Publication Date: 2001-Jun
Planning Curriculum in Mathematics.
Grunow, Jodean E.
This document is designed to facilitate the state of Wisconsin's Planning Curriculum in Mathematics. Planning Curriculum in Mathematics complements Wisconsin's Model Academic Standards for Mathematics and puts into action the standards in the latter document. It is hoped that these materials will serve as springboards for contemplation by curriculum planners, developers, implementers, and evaluators as they build district programs. This document offers a focus on teaching and learning, inclusion of research, discussion of issues, and practical assistance. This book contains: (1) an extensive compendium of resources; (2) reflects the underlying belief that mathematics must be taught and learned with understanding; and (3) is a policy piece. Chapters include: (1) "We Are All Learners of Mathematics"; (2) "Teaching and Learning Mathematics with Understanding"; (3) "Curriculum, Instruction, and Assessment"; (4) "Designing Professional Development To Promote Understanding"; (5) "Putting the Standards into Action"; (6) "Using Research To Guide Mathematics Program Development"; (7) "Foundations for Consideration in Mathematics Program Development"; (8) "How Does a District Look at Mathematics Program Development?"; and (9) "Commitment and Adaptability." (MM)
Descriptors: Academic Standards, Educational Policy, Educational Resources, Elementary Secondary Education, Innovation, Instructional Materials, Mathematics Instruction, Professional Development, State Curriculum Guides, State Standards
Wisconsin Dept. of Public Instruction, Publication Sales, Drawer 179, Milwaukee, WI 53293-0179. Tel: 800-243-8782 (Toll Free); Tel: 608-266-2188; FAX: 608-267-9110; Web site: www.dpi.state.wi.us/pubsales.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: Wisconsin State Dept. of Public Instruction, Madison.
Grant or Contract Numbers: N/A
Note: Contributing authors are Thomas P. Carpenter and Richard Lehrer.