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dc.contributor.authorCenter for the Study of Mathematics Curriculumeng
dc.coverage.spatialUnited Stateseng
dc.date.issued2007-09eng
dc.description.abstractAn 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).eng
dc.description.sponsorshipThis paper was supported by funds from the National Science Foundation (NSF). This paper does not necessarily represent the official positions of NSF. The contents are the sole responsibility of the authors.eng
dc.identifier.urihttp://hdl.handle.net/10355/2576eng
dc.languageEnglisheng
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.lcshMathematics -- Study and teaching -- United States -- Standardseng
dc.subject.lcshMathematics -- Study and teaching -- Evaluationeng
dc.titleReport of a Survey of State Mathematics Supervisors: What influence has NCTM's Curriculum Focal Points had on state-level specification of learning goals?eng
dc.typeTechnical Reporteng


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