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2 Standards for Mathematics, Science, and Technology Education
Pages 17-28

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From page 17...
... 13) points out that policy makers and others also use "opportunity-to-learn, or school delivery, standards" in regard to "the availability of programs, staff, and other resources that schools, districts, and states provide so that students are able to meet challenging content and performance standards." To many educators, a "standard" is a statement describing what a person should know or be able to do.
From page 18...
... 5~. The document called for higher student expectations and equitable treatment of all learners, improvement in teacher preparation and the teaching profession, leadership by educators and elected officials, and increased fiscal support from citizens.
From page 19...
... Bush convened the first National Education Summit to discuss national educational goals with state governors (Miller, 19891. Discussions initiated at the summit transmuted into discussions about national education standards (National Governors Association tNGA]
From page 20...
... provided classroom teachers, school mathematics coordinators, and curriculum developers with a vision and guidance for shaping content, instruction, and assessment within K-12 mathematics programs. NCTM standards called for content changes that reflected changing needs in an increasingly technological world, such as the inclusion of statistics, probability, and discrete mathematics in K-12 curricula.
From page 21...
... 61: · set forth a comprehensive ancl coherent set of goals for mathematics for all students from prekindergarten through Oracle 12 that will orient curricular, teaching, ancl assessment efforts during the next clecacles; · serve as c, resource for teachers, education leaclers, ancl policymakers to use in examining ancl improving the qualify of mathematics instructional programs; · guide the development of curriculum frameworks, assessments, ancl instructional materials; · stimulate ideas ancl ongoing conversations at the national, provincial or state, ancl local levels about how best to help students gain a creep understanding of important mathematics. The six principles for school mathematics address overarching themes {p.
From page 22...
... , informed by the earlier work of NCTM, AAAS, and NSTA, emerged as the central product of that collaborative effort. Again, consistent with intentions of the mathematics standards, NRC standards offered a vision of science education for all students, including what they should know, understand, and be able to do within particular K-12 grade intervals.
From page 23...
... SOURCE: NRC, 1 996. professional development, and assessment at classroom, district, state, and national levels, as well as standards that address the necessary components ot a comprehensive school science program, and policies and resources deemed necessary from all components of the education system to attain science literacy for all students (see Box 2-21.2 Numerous publications document the development, intended uses, and dissemination of the National Science Education Standards (Raizen, 1998; NRC and NCTM, 1997; Bybee, 1997; Collins, 1997; NRC, 1997; Kirst and Bird, 1997; Humphrey et al., 1997; CCSSO, 1997)
From page 24...
... ITEA received third-phase funding from NSF and NASA to develop assessment, program, and professional development standards to complement and guide implementation of the technology content standards.3 COMMONALITIES ACROSS THE MATHEMATICS, SCIENCE, AND TECHNOLOGY STANDARDS The standards for mathematics, science, and technology share a number of key characteristics, starting with affirmation of the 3Several articles describe the development of the Standards for Technological Literacy, their dissemination, and intended uses (e.g., Dugger, 2000, 2001; Wulf, 2000)
From page 25...
... All three sets of standards call on teachers to recognize the rich diversity students bring to classrooms their linguistic backgrounds, cultures, and world views, as well as their prior knowledge and beliefs about scientific phenomena, mathematical concepts, and technological innovations and provide opportunities for all students to learn. The nationally developed mathematics, science, and technology standards offer a vision of what literate citizens should know and be able to do within their respective subject areas, along with descriptions of the teaching practices, professional development, resources, assessment practices, and support needed to achieve 25
From page 26...
... According to the national standards documents, teachers should have deep understanding of the science, mathematics, and technology content they teach; recognize and address common student preconceptions; design classroom experiences that actively engage students in building their understanding; emphasize the use and application of what is learned; and use assessment as an integral part of instruction. Teachers should listen carefully to students' ideas; recognize and respond to student diversity; facilitate and encourage student discussions; model the skills and strategies of scientific inquiry, mathematical problem-solving, and technological innovation and ingenuity; and help students cultivate those skills and behaviors.
From page 27...
... One group of commentators described the instructional practices advocated by the national standards this way: There is no well-defined set of techniques that will reliably produce high levels of student performance when applied in a routine manner. Rather, to teach in a manner consistent with the new vision, a teacher would not only have to be extraordinarily knowledgeable, but would also need to have a certain sort of motivation or will: the disposition to engage daily in a persistent, directed search for the combination of tasks, materials, questions, and responses that will enable her students to learn each new idea.
From page 28...
... Teachers _ — -'eac tang Practice r classroom arid school context Student Learning Second, the Framework includes a set of guiding questions that can be applied to various policies, programs, and practices within the system and to outside influences that may affect the system (see figure 3-3)


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