NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1000875
Record Type: Journal
Publication Date: 2012-Dec
Pages: 8
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-0025-5769
Authentic Tasks in a Standards-Based World
Edwards, Michael Todd; Harper, Suzanne R.; Cox, Dana C.
Mathematics Teacher, v106 n5 p346-353 Dec 2012
Curriculum standards provide classroom teachers with frameworks to guide instruction during the academic year and throughout a student's schooling. Unfortunately, standards are misconstrued as all-encompassing--as a compendium of all mathematics content that can and should be taught to students. Such a view is unfortunate. Mathematics teachers should use standards to guide instruction, but they also need to understand that standards do not represent the be-all and end-all of school mathematics. The view that standards are not all-encompassing is particularly important for teachers who embrace an inquiry-oriented approach to mathematics instruction. In this article, the authors will illustrate the importance of interpreting curriculum standards in a way that provides students with opportunities to learn significant, personally meaningful mathematics, even when the specific concept under consideration is not addressed in content standards. Through an examination of the Meeting for Lunch problem, the authors note that inquiry-oriented explorations--particularly, those that make use of technology--lead students in unanticipated directions. These directions should be embraced in standards-based classrooms. (Contains 7 figures and 1 table.)
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: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A