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Mathematics instructor Jaime Escalante dismissed the NCTM standards as something written by a PE teacher. [4] In 2001 and 2009, NCTM released the Principles and Standards for School Mathematics (PSSM) and the Curriculum Focal Points which expanded on the work of the previous standards documents. Particularly, the PSSM reiterated the 1989 ...
Connected Mathematics is a comprehensive mathematics program intended for U.S. students in grades 6–8.The curriculum design, text materials for students, and supporting resources for teachers were created and have been progressively refined by the Connected Mathematics Project (CMP) at Michigan State University with advice and contributions from many mathematics teachers, curriculum ...
The Alabama School of Mathematics and Science (ASMS) is a public residential high school in the Midtown neighborhood of Mobile, Alabama. ASMS is a member of the National Consortium of Secondary STEM School (NCSSS). [ 4 ]
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]
Investigations in Numbers, Data, and Space is a K–5 mathematics curriculum, developed at TERC [1] in Cambridge, Massachusetts, United States. The curriculum is often referred to as Investigations or simply TERC. Patterned after the NCTM standards for mathematics, it is among the most widely used of the new reform mathematics curricula.
PIEDMONT, Ala. (AP) — While the rest of the country’s schools were losing ground in math during the COVID pandemic, student performance in a rural Alabama school district was soaring.
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 .
Proponents of reform mathematics countered that research showed that correctly-applied reform math curricula taught students basic math skills at least as well as curricula used in traditional programs, and additionally that reform math curricula was a more effective tool for teaching students the underlying concepts. [13]