Literaturnachweis - Detailanzeige
| Autor/in | Davis, Robert B. |
|---|---|
| Institution | Webster Coll., St. Louis, MO. |
| Titel | Mathematics Chapter. |
| Quelle | , (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Algebra; Curriculum; Curriculum Development; Educational Objectives; Elementary School Mathematics; Geometry; Instruction; Learning; Secondary School Mathematics; Teaching Methods |
| Abstract | Suggestions are offered for more effective implementation and creativity in developing new mathematics programs. The new mathematics materials and projects have not significantly altered the educational experiences of students because of (1) difficulty in identifying distinctive features of the various projects, (2) widespread assumptions that the "new" projects are mainly more efficient routes to "the same old goals," (3) curriculum workers' regard of "new mathematics" projects as irrelevant to local school needs because of the assumption that all "new mathematics" projects must necessarily be content centered, (4) the lack of an extensive program of teacher education, and (5) difficulty in hiring competent new teachers. All the curriculum projects make some assumptions about the nature of schools relating to such ideas as (1) the increasing role of intrinsic motivation, (2) the emphasis on learning how to learn and on individualizing instruction, (3) the emphasis on creativity and divergent thinking on the open-ended aspect of learning, and (4) a growing concern over inadequacies in testing programs. The article concludes with a list of references concerning (1) planning for the future, (2) surveys and over-views, and (3) United States and International projects in mathematics. (RP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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