Illuminating NCTM's Principles and Standards for School Mathematics

Abstract

The National Council of Teachers of Mathematics' Illuminations Project provides electronic resources to illuminate the Principles and Standards for School Mathematics and to improve the teaching and learning of mathematics for all students. This paper describes the types of resources that are available and discusses how the Principles and Standards document has guided work on the project. Organized around the six principles, this paper provides a vehicle for further discussion of the vision put forth in the Principles and Standards.

Pendekatan Open-Ended dalam Mempengaruhi Kemampuan Mengenal Konsep Bilangan Anak Usia Dini

“…Diharapkan, stimulus kemampuan kognitif yang baik dan tepat melalui berbagai macam program pengembangannya akan menghasilkan salah satu kemampuan yang dibutuhkan yaitu kemampuan berpikir kritis (Aubrey et al, 2012) Tahap perkembangan kognitif pada anak ditandai dengan dua tahap yaitu berpikir dengan objek yang realistis dan berfikir simbolis atau sistematis, dimana berpikir anak menggunakan simbol-simbol, seperti huruf dan angka (Nasional, 2007). Perkembangan kognitif pada anak dapat dirangsang sejak dini dengan memperkenalkan lambang-lambang huruf dan bilangan, sehingga anak dapat mengolah dan menggunakan makna lambang tersebut dalam kehidupan sehari-hari berdasarkan Keller, Hart, & Martin (2001) yang menyatakan bahwa konsep lambang bilangan merupakan dasar dari pembelajaran matematika yang dapat diperkenalkan kepada anak sejak dini. Salah satu lambang yang akan dikenalkan pada anak sejak dini yaitu lambang bilangan, sebab dalam kehidupan sehari-hari anak tidak terlepas dari konsep matematika yang terorganisasi secara sistematik dengan membahas penalaran yang logik dan masalah yang melibatkan bilangan, ruang dan waktu sehingga dibutuhkan berbagai ide untuk memahami dan menguasai permasalahan social, ekonomi dan alam (Suwardi, Firmiana, & Rohayati, 2016;Ma'Rifah & Widada, 2019).…”

Using a Functional Model to Develop a Mathematical Formula

“…Despite the promotion of pan balance activities beginning with Inhelder and Piaget in 1958 and continuing to the present (Keller, Martin, & Hart, 2001; Taylor‐Cox, 2003) to teach equivalency and proportional reasoning, our students still did not possess sufficient experiences or knowledge to assist in the process of moving from data collection to a mathematical relationship. Clearly, there is a great need to make sure that these and other activities are incorporated into K‐12 classrooms.…”

“…The author also described an activity in which first graders discover that balance is maintained when equal masses are added to, or removed from, a balanced pan balance (Taylor-Cox, 2003). Technology has been integrated into the use of pan balances as described by Keller, Martin and Hart (2001). An interactive, i-Math investigation in four parts introduces students to the theme of equivalence.…”

Content analysis of digital mathematics games based on the NCTM Content and Process Standards: An exploratory study

“…This document continues to focus on building students’ mathematics learning and understanding by emphasizing the importance of utilizing technology in learning mathematics (Midgett & Eddins, 2001). The purpose of NCTM Standards is to promote students’ conceptual understanding along with procedural skills, to measure the quality of mathematics teaching and learning, and to develop mathematics curriculum in all grades from PK through 12 (e.g., Clements, 2007; Keller et al, 2001; Kilday & Kinzie, 2009; Midgett & Eddins, 2001). More specifically, Kilday and Kinzie (2009) reviewed nine instrumental tools to measure the quality of mathematics instructions proposed by the NCTM standards.…”

“…For this purpose, the content analysis method was employed, and, as part of the method, a codebook was developed based on the Content and Process Standards proposed by the National Council of Teachers of Mathematics (NCTM, 2000). We chose the NCTM Content and Process Standards as an evaluation tool because it plays an essential role in the development of mathematics education for mathematics educators, school and district administrators, researchers, and mathematicians as a guide to improve students' learning and mathematical understanding (Keller et al, 2001; Midgett & Eddins, 2001). The specific research questions that guided this study were as follows: What genres of digital games have been used for PK‐12 students in mathematics education? What NCTM Content Standards are mathematics digital games aligned to? What NCTM Process Standards are mathematics digital games aligned to? To what extent are the digital mathematics games related to NCTM Content and Process Standards? …”