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The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
NCTM has published a series of math Standards outlining a vision for school mathematics in the USA and Canada. In 1989, NCTM developed the Curriculum and Evaluation Standards for School Mathematics, followed by the Professional Standards for Teaching Mathematics (1991) and the Assessment Standards for School Mathematics (1995).
The NCTM document Curriculum and Evaluation Standards for School Mathematics (CESSM) set forth a vision for K–12 (ages 5–18) mathematics education in the United States and Canada. The CESSM recommendations were adopted by many local- and federal-level education agencies during the 1990s.
Requiring Algebra II for high school graduation gained traction across the United States in the early 2010s. [52] The Common Core mathematical standards recognize both the sequential as well as the integrated approach to teaching high-school mathematics, which resulted in increased adoption of integrated math programs for high school.
The Interactive Mathematics Program (IMP) is a four-year, problem-based mathematics curriculum for high schools. It was one of several curricula funded by the National Science Foundation and designed around the 1989 National Council of Teachers of Mathematics (NCTM) standards.
In 1989, an education summit involving all fifty state governors and President George H. W. Bush resulted in the adoption of national education goals for the year 2000; the goals included content standards. [19] That same year, the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standards for School ...
The foundations for this framework are the Principles and Standards for School Mathematics published by the National Council of Teachers of Mathematics [1] [2] [3] (NCTM) in 2000. A second report focused on statistics education at the collegiate level, the GAISE College Report, was published in 2005.
From 1986 to 1991, Lappan directed the middle school portion of a project by the National Council of Teachers of Mathematics to set curriculum and evaluation standards for mathematics. Following that work, she began the Connected Mathematics Project, initially envisioned as a five-year effort to implement the NCTM standards. [2]
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