Proccedings of the NCTM reserach catalyst conference: Reston, Virginia, September 11-13, 2003.

Sonst. Personen	Lester, Frank K. (Hrsg.); u.a.
Institution	National Council of Teachers of Mathematics
Titel	Proccedings of the NCTM reserach catalyst conference: Reston, Virginia, September 11-13, 2003.
Quelle	Reston, Va.: NCTM (2004), X, 196 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87353-562-6
Schlagwörter	Bildungsforschung; Bildungsbeteiligung; Gleichstellung; Bildungspolitik; Lehrer; Lehrplan; Lernen; Mathematikunterricht; Qualität; Regionalstruktur; Bildungsstandards; Schüler; Schulbesuch; Schulbuch; Unterricht; Lehrmittel; USA; Bildungspolitik; Reform; Internationaler Vergleich; Bildungsforschung; Leistung; Gleichstellung; Leistungsmessung; Wirkung; Schülerzahl; Bildungsbeteiligung; Professionalität; Schulbesuch; Schülerzahl; Lehrer; Lehrerausbildung; Schüler; Schülerleistung; Lernen; Lehrplan; Differenzierender Unterricht; Lehrmittel; Schulbuch; Unterricht; Regionalstruktur; Mathematikunterricht; Gemeinde (Kommune); Internationaler Vergleich; Leistung; Leistungsmessung; Professionalität; Qualität; Reform; Tagungsbericht; Wirkung; Wirkungsforschung; USA
Abstract	The landmark publication of "Curriculum and Evaluation Standards for School Mathematics" by the National Council of Teachers of Mathematics (NCTM) in 1989 ushered in a new era in mathematics education. The "Principles and Standards for School Mathematics", published by NCTM in 2000, updated the original standards, adding specificity and six principles that are basis precepts fundamental to a high-quality mathematics education. Combined with the principles, five content standards for students and five process standards for acquiring and applying content knowledge provide a vision for a quality mathematics education for all students. In the four years since its publication, the growing influence "Principles and Standards" has had on the teaching and learning of mathematics has become obvious, not only in the United States but also internationally. Over time, the wider implementation of these standards has brought new and higher expectations to the research community as well as the classroom. ... [ On the proposal] of the NCTM's Standard Impact Research Group (SIRG) a select group of researchers, policymakers, mathematicians and mathematics educators were brought together for a three-day conference to consider how to catalyze research related to the influence the NCTM's "Standards" documents have had and are having on teaching and learning. ... The participants were selected on the basis of their credentials and experience and then were invited to join one of the following working groups: Assessment and Student Achievement, the Changing Nature of Schooling and School Demographics, Instructional Materials and Curriculum, Local Policy and Community Context, State and National Policy, Teaching and Learning, Teacher Preparation, and Teacher Quality and Professional Development. This "Proceedings" documents the discussions and outcomes of the work of each group, as well as the presentations made at three plenary sessions during the conference. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)