The Need to Catalyze Change in High School Mathematics

Autor/inn/en	Berry, Robert Q., III; Larson, Matthew R.
Titel	The Need to Catalyze Change in High School Mathematics
Quelle	In: Phi Delta Kappan, 100 (2019) 6, S.39-44 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719834027
Schlagwörter	High School Students; Secondary School Mathematics; Mathematics Curriculum; Curriculum Development; Curriculum Design; Equal Education; Mathematics Instruction; Instructional Improvement + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Mathematics lessons; Mathematikunterricht; Unterrichtsqualität
Abstract	Results on the National Assessment for Education Progress and the Program for International Student Assessment show that high school mathematics instruction is past due for a redesign. Despite calls for reform going back at least four decades, the structure of math instruction has remained largely the same. In April 2018, the National Council of Teachers of Mathematics released Catalyzing Change in High School Mathematics: Initiating Critical Conversations to promote discussion of the changes needed. Robert Berry and Matthew Larson, current and past presidents of NCTM, describe the arguments within this report, asserting that the math curriculum needs to help students understand the mathematics that's part of daily life, that tracking of students and teachers should be abandoned, that instruction should involve all students as doers of math, and that all students should experience a common curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01