[DOWNLOAD] "Adherence to Mathematics Professional Standards and Instructional Design Criteria for Problem-Solving in Mathematics." by Exceptional Children ~ eBook PDF Kindle ePub Free
eBook details
- Title: Adherence to Mathematics Professional Standards and Instructional Design Criteria for Problem-Solving in Mathematics.
- Author : Exceptional Children
- Release Date : January 22, 2005
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 259 KB
Description
Extant dissatisfaction with student performance in America's schools during the last decade has led to national reform efforts to improve the content and quality of school curriculum and instruction Reform initiatives, such as the standards-based reforms, called for more challenging learning standards and school accountability (Chatterji, 2002; Nolet & McLaughlin, 2000). As a result, individuals developed their own versions of subject area standards that shaped the ways in which they responded to curriculum and instruction (Council of Great City Schools, 1996; Gandel, 1997). The standards-based reforms occurred at a time when classrooms were becoming increasingly diverse with students who represent a wide range of economic and cultural backgrounds, whose native language often is not English, or who have a learning difficulty (Carnine, Jones, & Dixon, 1994). We find it interesting that policy and legislative statements at both the state and national levels suggested that standards-based reforms pertain to all students. The reform efforts are clearly reflected in the 1997 reauthorization of the Individuals With Disabilities Act (IDEA, 1999), which contains explicit language that students with disabilities have meaningful access to the general education curriculum and participate in district and state testing. An important implication of the standards-based reforms is that complex, higher order thinking and problem-solving have become integral to the concept of what constitutes learning in general education classrooms. In mathematics education, particularly, we witnessed ways in which the field responded to the discontent with the traditional curriculum that was criticized for being "relatively repetitive, unfocused, and undemanding" (Hiebert, 1999, p. 11). The discontent led to the "National Research Council issuing Everybody Counts and the National Council of Teachers of Mathematics (NCTM) issuing Curriculum and Evaluation Standards for School Mathematics (the Standards) in 1989" (Schoenfeld, 2002, p. 14) followed by the Principle and Standards for School Mathematics (Principles and Standards) in 2000. A key aspect of the standards-based approach is its emphasis on the development of conceptual understanding and reasoning over memorization and rote learning. Recent developments in theories of how students learn and changes in marketable workplace skills may explain the pedagogical shift from direct instruction, drill, and practice toward more active student engagement with mathematical ideas (Goldman, Hasselbring, & the Cognition and Technology Group at Vanderbilt, 1997; Goldsmith & Mark, 1999; Hiebert et al., 1996).