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Introduction: Building an infrastructure for equity in mathematics education

Introduction: Building an infrastructure for equity in mathematics education The National Council of Teachers Mathematics (NCTM) has had the most profound influence on reform in mathematics education with the publications of its curriculum, professional teaching, and assessment documents in 1989, 1991, 1995, and 2000. The documents recom- mend standards for the mathematics curricu- lum in grades pre-K to12, professional stan- dards for mathematics educators, and assess- ment standards for evaluating the quality of both student achievement and curriculum. The NCTM documents acknowledge that cultural Introduction: Building an experiences, social background, and gender of infrastructure for equity in students have been ignored in mathematics mathematics education education and that differences among students are not taken into account in the teaching and learning of mathematics. The Principles and Robert Q. Berry, III Ph.D. Standards for School Mathematics (PSSM) Old Dominion University (NCTM, 2000) highlighted equity by making it the first principle for reform of school mathe- matics: “Excellence in mathematics education requires equity—…raising expectations for stu- dents’ learning, developing effective methods of supporting the learning of mathematics by all students, and providing students and teachers the resources they need” (p. 12). The PSSM offers a broad view of what it takes to accom- plish equity that includes having high expecta- http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Introduction: Building an infrastructure for equity in mathematics education

The High School Journal , Volume 88 (4) – Apr 18, 2005

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Publisher
University of North Carolina Press
Copyright
Copyright © 2005 The University of North Carolina Press.
ISSN
1534-5157

Abstract

The National Council of Teachers Mathematics (NCTM) has had the most profound influence on reform in mathematics education with the publications of its curriculum, professional teaching, and assessment documents in 1989, 1991, 1995, and 2000. The documents recom- mend standards for the mathematics curricu- lum in grades pre-K to12, professional stan- dards for mathematics educators, and assess- ment standards for evaluating the quality of both student achievement and curriculum. The NCTM documents acknowledge that cultural Introduction: Building an experiences, social background, and gender of infrastructure for equity in students have been ignored in mathematics mathematics education education and that differences among students are not taken into account in the teaching and learning of mathematics. The Principles and Robert Q. Berry, III Ph.D. Standards for School Mathematics (PSSM) Old Dominion University (NCTM, 2000) highlighted equity by making it the first principle for reform of school mathe- matics: “Excellence in mathematics education requires equity—…raising expectations for stu- dents’ learning, developing effective methods of supporting the learning of mathematics by all students, and providing students and teachers the resources they need” (p. 12). The PSSM offers a broad view of what it takes to accom- plish equity that includes having high expecta-

Journal

The High School JournalUniversity of North Carolina Press

Published: Apr 18, 2005

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