Everybody Counts A Report to the Nation on the Future of Mathematics Education (1989) / Chapter Skim
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CURRICULUM
CURRICULUM
Pages 43-56
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From page 43... ...
Even more important is a comprehensive flexible view that embodies the intrinsic unity of mathematics: estimation supplements calculation; heuristics aid algorithms; experience balances innovation. To prepare students to use mathematics in the twenty-first century, today's curriculum must invoke the full spectrum of the mathematical sciences.
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From page 44... ...
Excessive emphasis on mechanics of mathematics not only inhibits learning, but also leads to widespread misconceptions among the public concerning strengths and limitations of mathematical methods. Because early school experiences suggest that all mathematics problems have a single correct answer, the public to its great risk tends to believe uncritically any expert who employs mathematical arguments.
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From page 45... ...
Yet this independence is largely a myth, especially for mathematics education. Effective control comes not from Washington, but from invisible local or state committees that approve textbooks and from anonymous officials who select standardized tests.
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From page 46... ...
In the process, they must gain confidence in their ability to communicate and reason about mathematics; they should become mathematical problem-solvers. Elementary Education Elementary school is where children learn the mathematical skills needed for daily life.
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From page 47... ...
Even in the absence of calculators, neither children nor adults make much use of the specific arithmetic techniques taught in school. School children do, however, need to learn how to use mathematics for common tasksmaking change, measuring quantities (food, lumber, fabric)
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From page 48... ...
Science study will lead naturally to mathematics, following the paradigm of data, deduction, and observation. Many adults fear that early introduction of calculators will prevent children from learning basic arithmetic "properly," as their parents learned it.
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From page 49... ...
In a very real sense, the major objective of secondary school mathematics is to develop symbol sense. All students need to leave secondary school well prepared mathematically tor leading intelligent lives as productive citizens since even many of those who go on to higher education will take little or no further mathematics.
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From page 50... ...
Universal elementary education has been replaced, for all practical purposes, by universal secondary education. As a consequence, students' study of mathematics must continue throughout secondary school.
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From page 51... ...
Although discrete mathematics and statistics provide nec Undergraduate Mathematics THOUSANDS OF ENROLLMENTS FALL SEMESTER 2,800 2,400 2,000 1,600 1 ,200 800 400 Advanced Course Enrollments ~3, 1965 1970 1975 1980 1985 Each term, nearly 3 million students enroll in postsecondary mathematics courses. About 60 percent study elementary mathematics and statistics below the level of calculus, while 30 percent take calculus-level courses.
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From page 52... ...
Since preparation for calculus has been the organizing principle of high school mathematics, calculus receives the inheritance of school practice. Changes in calculus reverberate throughout secondary school curricula, just as changes in school mathematics are magnified by the challenge of calculus.
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From page 53... ...
Whereas mathematics curricula have been conceived in the traditional structure of continuous grade-level education from childhood to early adulthood, today much mathematics is studied by older adults. Some large businesses actually operate minischool districts just for the continuing education of employees; many universities and collegesespecially community collegesattract large numbers of adults both to regular degree programs and to special short courses for professional growth or cultural enrichment.
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From page 54... ...
The United States needs more American graduate students in the mathematical sciences; more mathematics graduates who can teach in secondary schools; and more students with better preparation in mathematics entering graduate programs in science and engineering. Redressing the serious shortage of mathematically educated college graduates is a significant and urgent challenge to our mathematics faculties.
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