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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.
The Massachusetts Comprehensive Assessment system, commonly abbreviated as MCAS / ˈ ɛ m k æ s /, is Massachusetts's statewide standards-based assessment program developed in 1993 in response to the Massachusetts Education Reform Act of the same year. [1]
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 ...
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 Massachusetts Department of Elementary and Secondary Education (DESE), sometimes referred to as the Massachusetts Department of Education, is the state education agency for the Commonwealth of Massachusetts, identified by the U.S. Department of Education. [4] It is responsible for public education at the elementary and secondary levels.
NCES initiated the NAEP-TIMSS linking study so that states and selected districts can compare their own students' performance against international benchmarks. The linking study was conducted in 2011 at grade 8 in mathematics and science. NCES will "project", state and district-level scores on TIMSS in both subjects using data from NAEP.
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.
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.