Center for the Study of Mathematics Curriculum publications (MU)
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Items in this collection are the scholarly output of the Center for the Study of Mathematics Curriculum faculty, staff, and students, either alone or as co-authors, and which may or may not have been published in an alternate format. Items may contain more than one file type.
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Item The Future of STEM Curriculum and Instructional Design: A Research and Development Agenda for Learning Designers(2010) Center for the Study of Mathematics CurriculumIn 2009-10 a series of Workshops was organized to focus on STEM learning design for young students and adolescents. The objective was to provide visionary leadership to the education community by: (a) identifying and analyzing the needs and opportunities for future STEM curriculum development and instructional design given current and emerging technologies; and, (b) recommend policy positions and actions by funding agencies and the STEM research and development community regarding STEM instructional resources.Item Intended Mathematics Curriculum as Represented in State-Level Curriculum Standards: Consensus or Confusion?(2006-04) Reys, Barbara; Dingman, Shannon W., 1977-; Olson, Travis Austin, 1978-; Sutter, Angela; Teuscher, Dawn, 1970-; Chval, Kathryn B. (Kathryn Bouchard); Lappan, Glenda; Larnell, Gregory V.; Newton, Jill; Ok-Kyeong, Kim; Kasmer, LisaThis report represents the first detailed analysis of the grade placement of particular learning goals across all state-level curriculum documents published and current as of May 2005. The report documents the current situation regarding grade-level mathematics curriculum specification in the U.S. and highlights a general lack of consensus across states. As states continue to work to improve learning opportunities for all students, we hope this report will serve as a useful summary to inform future curriculum decisions.Item High School Mathematics: State-Level Curriculum Standards and Graduation Requirements(2007-04) Reys, Barbara; Dingman, Shannon W., 1977-; Nevels, Nevels; Teuscher, Dawn, 1970-The federal No Child Left Behind (NCLB) Act has prompted increased activity at the state level in the specification of mathematics curriculum learning goals in the United States. As a direct result of NCLB, 39 states have replaced or revised their mathematics curriculum standards since 2002 (Reys, 2006). Along with the NCLB requirements focusing on curriculum, states have also increased graduation requirements in order to engage their students in more mathematics throughout their secondary education. The information in this report illustrates that states vary with respect to required mathematics credit hours and courses for graduation.Item Report of a Survey of State Mathematics Supervisors: What influence has NCTM's Curriculum Focal Points had on state-level specification of learning goals?(2007-09) Center for the Study of Mathematics CurriculumAn e-mail survey was conducted in the summer of 2007 to obtain information from state supervisors of mathematics (employees of state departments of education with primary responsibility for K-12 curriculum leadership) regarding the impact of the National Council of Teachers of Mathematics (NCTM) 2006 publication, Curriculum Focal Points (CFP) for Prekindergarten through Grade 8 Mathematics. The survey sought information on the use and impact of CFP on current or future editions of state level K-8 mathematics learning goals (commonly referred to as grade-level learning expectations or GLEs).Item Understanding the Use of Curriculum Materials: A Cross-Site Research Study Report(Center for the Study of Mathematics Curriculum, 2006-06) Chval, Kathryn B. (Kathryn Bouchard); Grouws, Douglas A.; Smith, Mellisa; Weiss, Iris; Ziebarth, StevenA cross-site study conducted under the auspices of CSMC was designed to explore curriculum enactment of a particular mathematical topic in the three districts. District representatives selected “composing and decomposing” as the focus of the study, noting that it was an area of mathematics that teachers find challenging to teach and that students find challenging to learn. The hope was that the study would both inform the participating districts, and provide a model for others in the field to use in studying the implementation of particular mathematical ideas of interest.