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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]
Discovery math: a constructivist method of teaching (discovery learning) mathematics which centres around problem-based or inquiry-based learning, with the use of open-ended questions and manipulative tools. [23] This type of mathematics education was implemented in various parts of Canada beginning in 2005. [24]
Every classroom will be connected to the information superhighway; Effective and engaging software and on-line resources will be an integral part of every school curriculum; The overarching problem behind ensuring that every child in every school utilize an equal level of technology is the TLCF was a competitive grant.
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]
Mathematics education has been a topic of debate among academics, parents, as well as educators. [4] [9] [195] [38] Majorities agree that mathematics is crucial, but there has been many divergent opinions on what kind of mathematics should be taught and whether relevance to the "real world" or rigor should be emphasized.
Mathematics for social justice is a pedagogical approach to mathematics education that seeks to incorporate lessons from critical mathematics pedagogy and similar educational philosophies into the teaching of mathematics at schools and colleges. The approach tries to empower students on their way to developing a positive mathematics identity ...
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