Agent of Change: NSF Sponsored Mathematics Curriculum Development

Abstract

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.