K-12 Mathematics: What Should Students Learn and When Should They Learn it?

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K-12 Mathematics: What Should Students Learn and When Should They Learn it?

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/2575

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Title: K-12 Mathematics: What Should Students Learn and When Should They Learn it?
Author: Center for the Study of Mathematics Curriculum
Contributor: University of Missouri-Columbia. College of Education. Department of Learning, Teaching, and Curriculum. Center for the Study of Mathematics Curriculum
Date: 2007-02
Abstract: In the fall of 2006 several influential national groups (Achieve, American Statistical Association, College Board, and the National Council of Teachers of Mathematics) developed and released documents that recommended curriculum standards or focal points for K-12 mathematics. In response, the Center for the Study of Mathematics Curriculum (CSMC) organized several meetings of representatives of each group to discuss the nature of their work and possible collaboration. As a result of those meetings, the groups agreed to cosponsor a national conference to highlight the recommendations and to engage “users” of standards (state and district curriculum specialists, textbook and assessment publishers, K-12 district and teacher leaders, and representatives from higher education and business) in discussions about implications for their work.
URI: http://hdl.handle.net/10355/2575

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