1021 How Students Learn: History, Mathematics, and Science in the Classroom Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–12 Professional Commentary: This book is a sequel to the 2000 National Research Council publication How People Learn, which reviewed research on human learning and explored what research and development still needs to be done to be especially useful to teachers, administrators, and policy makers. In the present book, the goal is to provide examples of how research on learning can be used to guide the teaching of a set of topics that commonly appear in the K-12 curriculum.... Career Fields: Education & Training, General Career Skills Projects: Standards First 1022 Studying Classroom Teaching as a Medium for Professional Development: Proceedings of a U.S. - Japan Workshop Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–8, Postsecondary Professional Commentary: The Ninth International Congress on Mathematics Education (ICME-9) held in Makuhari, Japan, in August 2000 provided a unique opportunity for the Mathematical Sciences Education Board and the U.S. National Commission on Mathematics Instruction to host a workshop on teacher development immediately following the Congress.... 1023 Learning About Assessment, Learning Through Assessment Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: Constructing good classroom tests in mathematics is a continuing challenge. This publication is the first of a pair of booklets commissioned by the Mathematical Sciences Education Board to help teachers, supervisors, and principals address issues related to teaching and testing in mathematics.... 1024 Measuring What Counts: A Conceptual Guide for Mathematics Assessment Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: Since 1989 mathematics has led the national movement towards standards. In April 1991, the Mathematical Sciences Education Board (MSEB) convened a national summit on assessment, which led to For Good Measure (1991), a concise statement of goals and objectives for mathematics assessment.... 1025 Reshaping School Mathematics: A Philosophy and Framework for Curriculum Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades PreK–Postsecondary Professional Commentary: The 1989 NCTM Curriculum and Evaluation Standards for School Mathematics set goals for a national effort to reshape mathematics education. The book, Reshaping School Mathematics: A Philosophy and Framework for Curriculum, provides a supporting rationale and illuminates important issues that must be clarified wherever curriculum reform is to take place.... 1026 Everybody Counts: A Report to the Nation on the Future of Mathematics Education Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades PreK–Postsecondary Professional Commentary: Evidence shows that American students are not fulfilling their potential in mathematics education. Our country cannot afford to relegate continuing generations of students to second-class status by limiting their mathematical power.... 1027 Highly Qualified Teachers: A Position of the National Council of Teachers of Mathematics Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades PreK–Postsecondary Professional Commentary: This one-page document is an elaboration of the NCTM position statement on what constitutes a highly qualified teacher of mathematics. In brief, the position statement says: Every student has the right to be taught mathematics by a highly qualified teacher— a teacher who knows mathematics well and who can guide students' understanding and learning.... Career Fields: General Career Skills Projects: Standards First 1028 Computation, Calculators, and Common Sense: A Position of the National Council of Teachers of Mathematics Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades PreK–Postsecondary Professional Commentary: This one-page document is an elaboration of the NCTM position statement on the role of computation, calculators, and common sense in the learning and teaching of mathematics. In brief, the position statement says: School mathematics programs should provide students with a range of knowledge, skills, and tools.... 1029 Closing the Achievement Gap: A Position of the National Council of Teachers of Mathematics Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades PreK–Postsecondary Professional Commentary: This one-page document is an elaboration of the NCTM position statement on equity of opportunity in learning mathematics. In brief, the position statement says: Every student should have equitable and optimal opportunities to learn mathematics free from bias—intentional or unintentional—based on race, gender, socioeconomic status, or language.... 1030 Executive Summary: Principles and Standards for School Mathematics Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades PreK–Postsecondary Professional Commentary: This six-page summary of Principles and Standards for School Mathematics includes brief statements of principles related to equity, curriculum, teaching, learning, assessment, and technology. It also includes brief statements of the content standards for number, algebra, geometry, measurement, and data, as well as the process standards for problem solving, reasoning, communication, connections, and representation.... Career Fields: General Career Skills Projects: Standards First |