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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]
The theme was the interconnectedness of learning, including how early (informal) learning in the domain provides a foundation for school (formal) learning. As an example, he outlined a number-sense view of basic number-fact learning—how fluency with basic sums and differences in the primary grades depends on development in the preschool ...
The largest supporter of reform in the US has been the National Council of Teachers of Mathematics. [4]One aspect of the debate is over how explicitly children must be taught skills based on formulas or algorithms (fixed, step-by-step procedures for solving math problems) versus a more inquiry-based approach in which students are exposed to real-world problems that help them develop fluency in ...
Child-led learning taps into the child's intrinsic love of learning. Problem solving can be an intensely individualized activity, with students working in their own ways and also sharing insights and results within groups. [8] There are many means to one end, emphasizing the importance of creative approaches.
Biological secondary abilities are attained through personal experiences and cultural customs, such as reading or high level mathematics learned through schooling. [35] Literacy and numeracy are similar in the sense that they are both important skills used in life. However, they differ in the sorts of mental demands each makes.
By focusing on fluency, the teacher can then adjust the curricula for each learner to maximize the learning based on the learner's personal fluency measurements. The instruction can be by any method or approach. For example, the most effective applications of precision teaching have been when it is combined with direct instruction. [1]
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