Center for the Study of Mathematics Curriculum (MU)
https://hdl.handle.net/10355/2733
The Center for Mathematics Curriculum is a center in the Department of Learning, Teaching, & Curriculum at the University of Missouri-Columbia.2024-03-28T12:07:11ZAgent of Change: NSF Sponsored Mathematics Curriculum Development
https://hdl.handle.net/10355/2499
Agent of Change: NSF Sponsored Mathematics Curriculum Development
Reys, Barbara; Reys, Robert E.
This article identifies factors that make it difficult for publishers of commercial textbooks to make significant changes
consistent with curricular visions put forth by the National Council of Teachers of Mathematics (NCTM). Central among these factors is the lack of consensus of state standards on what and when certain topics in mathematics should be addressed. The variability of grade placement of key mathematics learning goals across different state standards results in excessive repetition and superficial treatment of topics in school mathematics textbooks.
2007-01-01T00:00:00ZDevelopment of State-Level Mathematics Curriculum Documents: Report of a Survey
https://hdl.handle.net/10355/2242
Development of State-Level Mathematics Curriculum Documents: Report of a Survey
Reys, Barbara; Dingman, Shannon W., 1977-; Sutter, Angela; Teuscher, Dawn, 1970-
Recent federal initiatives, most notably the No Child Left Behind (NCLB) legislation,
have exerted substantial influence on state and local decision-making. One element of
the educational system that has been affected most directly and dramatically is
curriculum articulation, particularly as it relates to holding school systems accountable
for what students learn.
Includes bibliographical references.
2005-03-01T00:00:00ZExamination of the levels of Cogitive Demand Required by Probability Tasks in Middle Grades Mathematics Textbooks
https://hdl.handle.net/10355/2500
Examination of the levels of Cogitive Demand Required by Probability Tasks in Middle Grades Mathematics Textbooks
Tarr, James E.
We analyze probability content within middle grades (6, 7, and 8) mathematics
textbooks from a historical perspective. Two series, one popular and the other
alternative, from four recent eras of mathematics education (New Math, Back to
Basics, Problem Solving, and Standards) were analyzed using the Mathematical Tasks Framework (Stein, Smith, Henningsen, & Silver, 2000). Standards-era textbook
series devoted significantly more attention to probability than other series; more than
half of all tasks analyzed were located in Standards-era textbooks. More than 85% of
tasks for six series required low levels of cognitive demand, whereas the majority of
tasks in the alternative series from the Standards era required high levels of cognitive demand. Recommendations for future research are offered.
2007-11-01T00:00:00ZThe Future of STEM Curriculum and Instructional Design: A Research and Development Agenda for Learning Designers
https://hdl.handle.net/10355/10177
The Future of STEM Curriculum and Instructional Design: A Research and Development Agenda for Learning Designers
Center for the Study of Mathematics Curriculum
In 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.
2010-01-01T00:00:00Z