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dc.contributor.authorReys, Barbaraeng
dc.contributor.authorTeuscher, Dawn, 1970-eng
dc.date.issued2006eng
dc.descriptionThis report is based on the work of the Center for the Study of Mathematics Curriculum, supported by the National Science Foundation under Grant No. ESI-0333879.eng
dc.description.abstractWe conducted our own analysis of official state mathematics curriculum standards documents so that we might understand and describe the extent to which states support use of calculators in elementary and middle school mathematics classes. In particular, we examined messages about calculators conveyed within these documents to school administrators and classroom teachers. In this paper, we report the findings from our analysis, identify contradictions with the Fordham report, and discuss leadership efforts needed to support teachers in their use of calculators.eng
dc.identifier.citationNCSM Journal of Mathematics Education Leadership. Volume 9, number 1. Spring 2006.eng
dc.identifier.urihttp://hdl.handle.net/10355/2498eng
dc.languageEnglisheng
dc.publisherNCSM Journal of Mathematics Education Leadershipeng
dc.relation.ispartofCenter for the Study of Mathematics Curriculum publications (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. College of Education. Department of Learning, Teaching, and Curriculum. Center for the Study of Mathematics Curriculumeng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshEducational technologyeng
dc.subject.lcshCalculatorseng
dc.subject.lcshMathematics -- Study and teachingeng
dc.titleWhat is the Focus and Emphasis on Calculators in State-Level K-8 Mathematics Curriculum Standards Documents?eng
dc.typeArticleeng


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