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

1. The Current State of the School Mathematics Curriculum
   Zalman Usiskin, University of Chicago, Chicago, Illinois
2. 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
3. National Standards: Lessons from the Past, Directions for the Future
   Margaret E. Goertz, University of Pennsylvania, Philadelphia, Pennsylvania
4. 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
5. Reflections on Five Decades of Curriculum Controversies
   Stephen Willoughby, University of Arizona (Retired), Tuscon, Arizona

II. The Intended Curriculum

6. 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
7. Curriculum Alignment in an Era of Standards and High-Stakes Testing
   Shannon W. Dingman, University of Arkansas, Fayetteville, Arkansas
8. 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

9. 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
10. 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
11. Three Perspectives on the Central Objects of Study for Grades Pre-K-8 Statistics
    Randall E. Groth, Salisbury University, Salisbury, Maryland
12. Designing Curricula to Expand and Extend Mathematical Knowledge
    Debra I. Johanning, University of Toledo, Toledo, Ohio
13. 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

14. 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
15. 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
16. 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

17. Myths about Curriculum Implementation
    Denisse R. Thompson, University of South Florida, Tampa, Florida
    Sharon L. Senk, Michigan State University, East Lansing, Michigan
18. 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
19. Understanding Teachers' Strategies for Supplementing Textbooks
    Corey Drake, Iowa State University, Ames, Iowa
20. 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

21. 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
22. 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
23. 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
24. 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.