id: 05645115
dt: j
an: 2010a.00206
au: Horvath, Aladar; Dietiker, Leslie; Larnell, Greg; Wang, Sasha; Smith III,
John
ti: Middle-grades mathematics standards: Issues and Implications.
so: Math. Teach. Middle Sch. 14, No. 5, 275-279 (2008).
py: 2008
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D33
ut: mathematics education; goals of mathematics education; learning objectives;
content selection; curriculum development; curriculum evaluation;
mathematical literacy; educational objectives; educational policy
ci:
li:
ab: From the text: The Center for the Study of Mathematics Curriculum (CSMC)
analyzed standards for more than forty states in the topics of number
and operations (including uses of technology), algebra, mathematical
reasoning, geometry and measurement, and probability and statistics.
The primary question asked by the CSMC was this: In grades K-8, what do
states expect students to know and be able to do and at what grade
level? In this article, we highlight some issues related to the content
of standards in the middle grades (5-8) that emerged from the CSMC\rq s
analysis. First, the grade level where specific topics are introduced
varies among states, and grade-level gaps as well as content gaps exist
for many topics. Second, many of the grade level expectations state
that students should be able to perform procedures, whereas other GLEs
state that students need to develop deeper understanding. Third, the
clarity of a GLE is affected by its structure and content. To
illustrate these points, we use examples from current state standards
documents.
rv: