A Vision for Mathematics. 6
By: William H. Schmidt. 4 0 16 [, ] | [, ] |
Contributor(s): Educational Leadership. 61 (5) : February 2004. pp.6 - 11 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Mathematics. -- -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L11.Ed83el.2004 (Browse shelf) | Available | PER856A |
ABSTRACTS : A common, coherent, and challenging curriculum can transform mathematics education in the United States. The No Child Left Behind Act's vision is to provide rigorous and demanding subject matter content for all students. As a crucial subject area, mathematics is vital to this effort. How can educators change the curriculum of mathematics to make it rigorous and accessible to all students? The author reviews the Third International Mathematics and Science Study (TIMSS) data showing significant curricular differences between the United States and other countries, especially in the degrees of standardization, coherence, and challenge. He examines briefly the role of teachers, noting that differences in subject matter background account for significantly different levels of achievement in different countries. The author argues that even the best teachers need an effective curriculum to be effective and that such a curriculum does not substantially threaten the U.S. commitment to local control of schools. 56
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