Mathematics:

Planning Curriculum in Mathematics

Table of Contents

Foreword

Task Force

Acknowledgements

From the National Perspective

Preface: Changing the Teaching and Learning of Mathematics

Introduction: Planning Curriculum in Mathematics

1. We Are All Learners of Mathematics

   Where Is Mathematics Today?

   How Did Mathematics Education Get Where It Is Today?

   Mathematics in Wisconsin

   
   
2. Teaching and Learning Mathematics with Understanding

   Why Understanding?

   What Is Understanding?

   How Understanding Is Developed

   Is Understanding the Same for Everyone?

   Critical Dimensions of Classrooms That Promote Understanding

   Structuring and Applying Knowledge

   Reflection and Articulation

   Classroom Norms

   Conclusion

   
   
3. Curriculum, Instruction, and Assessment

   Curriculum

   What Is a Curriculum?

   How Is Mathematics Knowledge Built?

   What Are the Implications for Curricula?

   What Are Conceptual and Procedural Knowledge?

   What Is the Relationship between Conceptual and Procedural Knowledge?

   What Has the TIMSS Study Found in Curricula Comparisons?

   What Efforts Have Been Made to Address the Curriculum Question?

   Instruction

   What Is Good Mathematics Teaching?

   How Is Teacher Expertise Achieved?

   Professionalization or Professionalism?

   What Steps Have Been Taken to Professionalize Teaching?

   Assessment

   
   
4. Designing Professional Development to Promote understanding

   Why Is There a Need for Professional Development?

   What Should This Professional Development Look Like?

   What Assessment Techniques Can Be Used to Measure the Effects of Professional Development Experiences?

   What Is the Ultimate Goal of Professional Development?

   Is There Anything Regarding Professional Development That Can Be Learned from the Experiences of Other Countries?

   What Does the Research Show about Professional Development?

   
   
5. Putting the Standards into Action

   Mathematics Content PK-12

   Early Beginnings in Mathematics

   Learning Mathematical Processes in the Elementary Grades

   The Young Adolescent Learner of Mathematics

   The Secondary Learner of Mathematics

   
   
6. Using Research to Guide Mathematics Program Development

   Learning Research

   Nature of Classroom Tasks

   Role of the Teacher and the Social Culture of the Classroom

   Mathematical Tools as Learning Supports

   
   
7. Foundations for Consideration in Mathematics Program Development

   Openness

   Time

   Equity

   Technology

   Service Learning

   
   
8. How Does a District Look at Mathematics Program Development

   How Does a School District Go About Examining its Mathematics Program?

   Ongoing Program Support

   
   
9. Commitment and Adaptability

   Adaptability

   Commitment

   
   

Appendix

Appendix A: National Science Foundation-Funded Curricula and Impact Studies
Appendix B: Proposed Mathematics Program Approval Guidelines for PI 34 Standard 1
Appendix C: Suggested School District Mathematics Standards Levels to be Compatible with State of Wisconsin Model Academic Standards
Appendix D: Assessment Sample Forms
Appendix E: Readings
Appendix F: Exemplary Professional Development Programs
Appendix G: National Council of Teachers of Mathematics Position Papers

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Last updated on 2/25/2008 12:53:47 PM