ERIC Number: ED495271
Record Type: Non-Journal
Publication Date: 2006-Sep-12
Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence
National Council of Teachers of Mathematics
This book provides a rationale for focal points for each grade level, prekindergarten-8. Focal points are important mathematical topics that represent major areas of content emphasis. Building on "Principles and Standards for School Mathematics," this publication is presented to begin a dialogue on what is important at particular levels of instruction and as an initial step toward a more coherent, focused curriculum. Each focal point topic is a key area of mathematics and is identified in depth. Three focal points for each level, prekindergarten-8, are presented, with connections to supporting content areas. Following a preface and introduction, this book is divided into five chapters: (1) Why Identify Curriculum Focal Points? (2) What Are Curriculum Focal Points? (3) How Should Curriculum Focal Points Be Used? (4) How Do the Curriculum Focal Points Relate to "Principles and Standards for School Mathematics"? and (5) Curriculum Focal Points for Mathematics in Prekindergarten through Grade 8. Appended is: A Comparison of the Curriculum Focal Points and Connections with the Expectations of the Content Standards in "Principles and Standards for School Mathematics." A list of references concludes the book.
Descriptors: Early Childhood Education, Elementary Secondary Education, Fundamental Concepts, Units of Study, Book Reviews, Textbook Content, Mathematics Curriculum, Standard Setting, Curriculum Development, Rhetoric, Guidance Programs, Course Objectives
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Books; Guides - Non-Classroom
Education Level: Early Childhood Education; Elementary Secondary Education
Authoring Institution: National Council of Teachers of Mathematics, Inc., Reston, VA.
IES Cited: ED544189; ED504995; ED544376