Mathematics Curriculum: Issues, Trends, and Future Directions (2010 NCTM Yearbook)
Contents
Preface
Introduction to the CD Collection: Classic Publications on the Mathematics Curriculum
Thomas A. Romberg, University of Wisconsin (Retired), Madison, Wisconsin
I: Curriculum Matters: Looking Back, Looking Forward
- The Current State of the School Mathematics Curriculum
Zalman Usiskin, University of Chicago, Chicago, Illinois - Technology and the Mathematics Curriculum
James T. Fey, University of Maryland, College Park, Maryland
Richard M. Hollenbeck, University of Maryland, College Park, Maryland
Jonathan A. Wray, Howard County Public School System, Ellicott City, Maryland - National Standards: Lessons from the Past, Directions for the Future
Margaret E. Goertz, University of Pennsylvania, Philadelphia, Pennsylvania - Recommendations for Statistics and Probability in School Mathematics over the Past Century
Dustin Jones, Sam Houston State University, Huntsville, Texas
James E. Tarr, University of Missouri, Columbia, Missouri - Reflections on Five Decades of Curriculum Controversies
Stephen Willoughby, University of Arizona (Retired), Tuscon, Arizona
II. The Intended Curriculum
- What We Teach Is What Students Learn: Evidence from National Assessment
Peter Kloosterman, Indiana University, Bloomington, Indiana
Crystal Walcott, Indiana University Purdue University—Columbus, Columbus, Indiana - Curriculum Alignment in an Era of Standards and High-Stakes Testing
Shannon W. Dingman, University of Arkansas, Fayetteville, Arkansas - Preschool Mathematics Curricula
Julie Sarama, University of Buffalo—State University of New York, Buffalo, New York
Douglas H. Clements, University of Buffalo—State University of New York, Buffalo, New York
III. The Written Curriculum
Curriculum Development
- Supporting Focused and Cohesive Curricula through Visual Representations: An Example from Japanese Textbooks
Tad Watanabe, Kennesaw State University, Kennesaw, Georgia
Akihiko Takahashi, DePaul University, Chicago, Illinois
Makoto Yoshida, William Paterson University, Wayne, New Jersey - Cross-National Curriculum Collaboration: Examples Based on Realistic Mathematics Education
Margaret R. Meyer, University of Wisconsin—Madison, Madison, Wisconsin
Truus Dekker, Freudenthal Institute (Retired), Maarssen, Netherlands
Frank Eade, Manchester Metropolitan University, Manchester, England - Three Perspectives on the Central Objects of Study for Grades Pre-K-8 Statistics
Randall E. Groth, Salisbury University, Salisbury, Maryland - Designing Curricula to Expand and Extend Mathematical Knowledge
Debra I. Johanning, University of Toledo, Toledo, Ohio - Mathematics Applied to Curriculum Development: Lessons Learned on the Job
Al Cuoco, Education Development Center, Newton, Massachusetts
Jean Benson, Education Development Center, Newton, Massachusetts
Bowen Kerins, Education Development Center, Newton, Massachusetts
Sarah Sword, Education Development Center, Newton, Massachusetts
Kevin Waterman, Education Development Center, Newton, Massachusetts
Selecction of Textbooks
- How Do Districts Choose Mathematics Textbooks?
June Mark, Education Development Center, Newton, Massachusetts
Deborah Spencer, Education Development Center, Newton, Massachusetts
Julie Koehler Zeringue, Education Development Center, Newton, Massachusetts
Katherine Schwinden, Education Development Center, Newton, Massachusetts - Considerations in the Review and Adoption of Mathematics Textbooks
Rick A. Hudson, Indiana University, Bloomington, Indiana
Paula Elmer Lahann, Indiana University, Bloomington, Indiana
Jean S. Lee, Indiana University, Bloomington, Indiana - Curriculum as a Change Agent: High Schools that Rise to the Challenge and What They Stand to Gain
Kasi Allen-Fuller, Lewis and Clark College, Portland, Oregon
Margaret Robinson, Ithaca College, Ithaca, New York
Eric Robinson, Ithaca College, Ithaca, New York
IV. The Implemented Curriculum
- Myths about Curriculum Implementation
Denisse R. Thompson, University of South Florida, Tampa, Florida
Sharon L. Senk, Michigan State University, East Lansing, Michigan - Technology and the Teaching of Mathematics
Richard M. Hollenbeck, University of Maryland, College Park, Maryland
Jonathan A. Wray, Howard County Public School System, Ellicott City, Maryland
James T. Fey, University of Maryland, College Park, Maryland - Understanding Teachers' Strategies for Supplementing Textbooks
Corey Drake, Iowa State University, Ames, Iowa - Teachers' Perspectives on Fidelity of Implementation to Textbooks
Mary Ann Huntley, Cornell University, Ithaca, New York
Kathryn Chval, University of Missouri—Columbia, Columbia, Missouri
V. Impact of Curriculum Materials on Students' and Teachers' Learning
- Developing Curricular Reasoning for Grades PreK-12 Mathematics Instruction
M. Lynn Breyfogle, Bucknell University, Lewisburg, Pennsylvania
Amy Roth McDuffie, Washington State University—Tri-Cities, Richland, Washington
Kay A. Wohlhuter, University of Minnesota, Duluth, Minnesota - Secondary School Mathematics Curriculum as Tools for Teachers' Learning
Gwendolyn M. Lloyd, Pennsylvania State University, University Park, Pennsylvania
Vanessa R. Pitts Bannister, Virginia Tech, Blackburg, Virginia - Conducting Mathematics Curriculum Research: Challenges and Insights
Paul Kehle, Hobart and William Smith Colleges, Geneva, New York
Kelly K. McCormick, University of Southern Maine, Gorham, Maine - The Influence of Curriculum on Students' Learning
Mary Kay Stein, University of Pittsburgh, Oakmont, Pennsylvania
Margaret S. Smith, University of Pittsburgh, Oakmont, Pennsylvania
Cite
APA 7
Reys, B. J., Reys, R. E., & Rubenstein, R. (Eds.). (2010). Mathematics curriculum: Issues, trends, and future directions. National Council of Teachers of Mathematics.