Everybody Counts A Report to the Nation on the Future of Mathematics Education (1989) / Chapter Skim
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Pages 87-96
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From page 87... ...
The dramatic advances that have been made in the mathematical sciences over the past forty years will start to be felt in the schools, in the form of new and exciting ways to help young minds perceive and order the universe around them. If such transitions are to become reality, all major components of mathematics education" curricula, teaching, teacher education, testing, textbooks, and software must change significantly in some reasonably coordinated manner.
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From page 88... ...
To change mathematics education in the United States, one must influence not only teachers, but also a host of other special interest groups that control parts of the educational system: state and local agencies, teachers and administrators, local and state school boards, colleges and universities, textbook publishers, software developers, professional soci eties, test-makers, state legislators, employers, parents, and the general public. Actions designed to begin these transitions must be based on a broad understanding of the total American system of mathematics education.
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From page 89... ...
It represents the first effort ever to establish national expectations for school mathematics. In keeping with American school traditions, the Sfanciards report is not the result of government edict, but the product 89
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From page 90... ...
Through the Standards, parents and teachers will be able to understand in concrete terms what a school mathematics program might look like if it is to serve our national objectives adequately. The ensuing public discussion on feasibility, appropriateness, costs, and benefits will provide an unprecedented opportunity to forge national consensus on goals and objectives for school mathematics.
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From page 91... ...
The key to success is voluntary acceptance of a common framework to guide local choices: · National Standards. School mathematics programs across the nation should share a common philosophy and framework, a universal set of interrelated concepts and methods, held together by a simple workable philosophy, yet flexible enough to allow for local and regional variations.
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From page 92... ...
Building national consensus requires effective national leadership. To stimulate informed debate about curricular change, the Mathematical Sciences Education Board is preparing two reports on concepts and principles of mathematics suitable
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From page 93... ...
The other, on major strands of mathematical thought, is intended to stimulate creative development of new curricula that embody a broader interpretation of mathematics. These strandschance, change, shape, quantity, dimension are examples of deep ideas of mathematics that could become organizing principles for some future mathematics curriculum.
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From page 94... ...
Do not steal good teachers by hiring them away. Support local efforts to secure funds for education.
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From page 95... ...
Stress education as crucial to national security. Taking Action Once vigorous dialogue and grass-roots actions begin forging national consensus on goals for school mathematics, several important national objectives must be addressed: · Establish new standards for school mathematics.
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From page 96... ...
First comes serious discussion; then, compromise and consensus; finally, action and change. Even as different groups work to improve curricular standards, the teaching profession, assessment practices, and collegiate mathematics, other groups must help focus the diverse efforts of business, industry, government, volunteer organizations, and educational organizations on common objectives.
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