Summary of Mathematic Standards
The New Jersey State Core Curriculum Content Standards (NJCCCS) for Mathematics imply that the following attitudes and beliefs are most important to successful learning in the discipline:
Learning environment should be motivating, process oriented, meaningful, cooperative and metacongnitive.
High expectations must be set and supported by the belief that all can learn it.
Math will always be a part of the success of civilization and individual success.
The NJCCCS also lists 5 main standards for math:
The first 4 speak about what students will know-their knowledge. Each of these four sets covers an average of 25 skills per school year.
The 5th standard speaks to what will they be able to do-their skills.
Critique of the Math Standards
Math standards strengths are that they are clear, well organized and well delineated per grade level.
These standards strengths are:
Prepare students for standardized tests at the appropriate grade levels.
Address the principle that knowledge, understanding and understanding in organized content are imperative.
Address the principles of how people learn, specifically by building on prior knowledge, practicing and utilizing metacognitive skills.
Some weaknesses can also be noted:
100 line items in 183 days.
Must provide enough opportunity to practice
Standards do not meet the entire student population.
The standards imply overall that in teaching its quantity instead of quality. These standards are knowledge centered and provide a truly solid foundation for the core mastery. They limit curriculum development and they do not think about the learner.
Connection to the Readings
The standards are formulated by state. These standards give the promise of success based on one skill area. They are part of a hidden curriculum that math is more important than art, academic achievers are more successful than social achievers and that tests measure of a learner and a teacher. It is hard to imagine that a teacher would have time or energy left to invest in research that would bring about change.
Related Articles
Becker, J.P. (2000). The Politics of California School Mathematics: The Anti-Reform of 1997-99. Phi Delta Kappan, 28, 529-537.
Cavanagh, S. (2005). New NSF-Funded Research Center To Advance Study of Math Content. Education Week, 24(39), 10-11.
Desser, D. (2006). Questions and Answers Related to the Revised Core Curriculum Content Standards in Mathematics Adopted by the New Jersey State Board of Education on July 2, 2002 and Readopted on October 6, 2004. Retrieved September 26, 2007, from State of New Jersey Department of Education Web site: http://www.state.nj.us/education/genfo/overview/faq_cccs_math.htm
Leicester, M.P. (1996). What's Happening in Math Class?: Reconstructing Professional Identities. New York: Teachers College Press, 2, 191-193.
Stevens, J. (2006). Curriculum & Culture: Implementing Higher-Standards Curricula. Retrieved October 2, 2007, from Building Blocks Web site: http://www.buildingblocks.org/cfm_User/pg_SearchResultsOneStrategy.cfm?snap=15018.html
Trafton, P.R., Reys, B.J., Wasman, D.G. (2001). Standards-Based Mathematics Curriculum Materials: A Phrase in Search of a Definition. The Math Wars, 83(3), 259-264. Retrieved October 2, 2007, from Phi Delta Kappan database.
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1 comment:
Thank you for the great presentation on math. I teach 5th grade math and I didn't realize how much we need to cover in the course of a year until now. I was reading Understanding by Design and their approach would definitely work for math. We need to get deeper into the subject rather than just skimming the topics as we go along. In any event, good job in putting my job into perspective and then bringing it all together.
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