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WELCOMING REMARKS
Pages 9-12

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From page 9...
... Its interest in the issue stems from the fact that improvement of mathematics and science education is a national problem of great urgency, one whose solution has a great bearing on the well-being of our scientific enterprise and technolog~cally based economy and to which the national community of scientific professionals potentially can contribute significantly. The NRC's special qualifications for playing a leading role in these efforts derive from several characteristics: it is a politically non-partisan organization of high public trust; it has access to people of the greatest expertise, experience, and balanced judgment; and it can bring diverse interests and points of view to the table in the debate and resolution of issues.
From page 10...
... While mathematical skills must be an essential underpinning of the needed work force skills, there has been no serious effort to compare and reconcile the mathematics furnished in these "tech-prep" programs with that proposed under the NCTM Standards. One of the prominent questions to be considered here is whether, and to what extent, a common core curriculum can serve all students, including those planning to directly enter the work force, perhaps after two years of college.
From page 11...
... A significant amount of time must be accorded to focus, intermittently, on the purely mathematical issues, so as to see general principles in their disengaged simplicity. These include the basic properties of numbers and their representation; the geometry of space; the mathematical equivalence between much of algebra and geometry; methods of solving commonly encountered types of equations; and mathematical reasoning.


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