How Reform Secondary Mathematics Texts Stack Up against NCTM's Principles and Standards

Martin, Tami S.; Hunt, Cheryl; Lannin, John K.; Leonard, William A.; Marshall, Gerald L.; Wares, Arsalan

doi:10.5951/mt.94.7.0540

Cited by 11 publications

(4 citation statements)

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“…In mathematics, following the publication of Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989) and under the initiation of the National Science Foundation, a series of innovative textbooks appeared. These textbooks emphasize problem solving, incorporate cooperative learning, and require extensive oral and written explanations (Martin et al, 2001;Reys, Reys, & Chavez, 2004). In science, Palincsar and Magnusson's notebook text deserves attention (Magnusson & Palincsar, 2006;Palincsar & Duke, 2004).…”

Section: Development Of the Explicit Reasoning Text (Ert)mentioning

confidence: 99%

Promoting historical thinking using the explicit reasoning text

Lee

2013

The Journal of Social Studies Research

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Current trends in history education emphasize using disciplined inquiry to teach history. Scholars and teachers promote historical thinking as a classroom practice, arguing that teachers should help students “do history.” However, history textbooks, which are the most widely used instructional material in history classrooms, stand in sharp contrast to the emphasis on historical inquiry because of the use of an omniscient voice and a didactic tone that is characteristic of the genre. This study reconsiders the value of textbook narratives as vehicles to promote and encourage historical thinking and suggests an innovative way of developing texts that would serve the instructional purpose of improving students’ historical thinking. Drawing from the scholarship on considerate and voiced texts, this study presents a new model for textbook narrative that embeds historians’ reasoning into the narrative, Explicit Reasoning Text (ERT). Based on interviews with 12 high school students, this study argues the effectiveness of the ERT to engage students in historical investigation.

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Section: Development Of the Explicit Reasoning Text (Ert)mentioning

confidence: 99%

Promoting historical thinking using the explicit reasoning text

Lee

2013

The Journal of Social Studies Research

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“…The study points towards the potential of developing a chemistry curriculum that offers students opportunities to be cognitively engaged with multiple representations simultaneously, along with research that evaluates its effectiveness in terms of students' evolving understandings and the role teachers play as mediators in such inquirydriven instruction. Several such curricula have been developed for mathematics education (Martin et al, 2001) and research suggests that such a curriculum provides teachers more opportunities to assess student understanding (Clarke, 1997;Cuoco and Curcio, 2001).…”

Section: Implications For Researchmentioning

confidence: 99%

The role of multiple representations in the understanding of ideal gas problems

Madden¹,

Jones²,

Rahm³

2011

Chem. Educ. Res. Pract.

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“…Accordingly, new mathematics curriculum resources were produced to promote the implementation of those reform ideas. The textbooks produced based on these reform principles are sometimes simply called "reform textbooks" or "reform-oriented textbooks" in contrast to traditional textbooks (Martin et al, 2001;Park, 2011), an indication of the role of textbooks as mediators of reform. Two such examples are the UCSMP 1 textbooks in the US and the RME 2 -oriented textbooks in the Netherlands.…”

Section: Some Historical Remarks On the Role Of Curriculum Resources As Mediators Of Changementioning

confidence: 99%

Mathematics textbooks and curriculum resources as instruments for change

Rezat

Fan

Pepin

2021

ZDM Mathematics Education

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In this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.

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How Reform Secondary Mathematics Texts Stack Up against NCTM's Principles and Standards

Abstract: This analysis of the five NSF–funded secondary mathematics curricula describes their alignment with the Process Standards and Content Standards in Principles and Standards for School Mathematics. Distinctive features and examples are included.

Cited by 11 publications

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Promoting historical thinking using the explicit reasoning text

Promoting historical thinking using the explicit reasoning text

The role of multiple representations in the understanding of ideal gas problems

Mathematics textbooks and curriculum resources as instruments for change

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