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Mathematics Curriculum Research for K-6 Students

An effective curriculum uses essential mathematical ideas in a way that students can understand how new concepts build on existing knowledge of concepts to learn to solve problems. Students must be taught a variety of concepts that are important to success in future grades without wasting their time. Curriculum issues discussed in this paper are (a) influence on mathematics content in the past 25 years, (b) development of mathematics curriculum, (c) mathematics that should be taught, and (d) problems with U.S. mathematics versus those of other countries (NCTM, 2009).

Influence on Mathematics Content

School administrators along with local school boards have previously had the most influence on the content of mathematics. Over the past 25 years concern has shifted to the state and national levels. Currently teachers and administration are publicly held accountable for the performance of students in their schools. States have implemented curriculum standards that are being met (Vogler & Burton, 2010). State-wide assessments are becoming increasingly more important to our country and there is a particular interest in the area of mathematics achievement (McGehee & Griffith, 2001).

Development of Mathematics Curriculum

The National Council of Teachers of Mathematics has recommended principles to aid in the development of unified curriculum standards and assessments for use across the nation. Several recommendations were made such as ensuring that teachers have an understanding of the curriculum content at the students’ previous learning level in order to build on those skills and incorporate new material. NCTM also suggests that a national curriculum must teach ideas and pr...

... middle of paper ...

...oks. Journal for Research in Mathematics Education, 31(2), 234-241.

McGehee, J. J., & Griffith, L. K. (2001). Large-scale assessments combined with curriculum

alignment: agents of change. Theory into Practice, 40(2), 137-144.

National Council Of Teachers Of Mathematics. Guiding Principles for Mathematics Curriculum

and Assessment (June 2009). Retrieved July 24, 2010 from http://www.nctm.org/standards/content.aspx?id=23273

Schoenfeld, A. H. (2009). Why Do We Teach?. Kappa Delta Pi Record 46(1), 26-29.

Vogler, K. E. & Burton, M. (2010). Mathematics Teachers’ Instructional Practices in an Era of

High-Stakes Testing. School Science and Mathematics 110(5), 247-261.

Wantanabe, T. (2001). Content and organization of teacher’s manuals: an analysis of Japanese

elementary mathematics teacher’s manuals. School Science and Mathematics 101(4), 194-205.

An effective curriculum uses essential mathematical ideas in a way that students can understand how new concepts build on existing knowledge of concepts to learn to solve problems. Students must be taught a variety of concepts that are important to success in future grades without wasting their time. Curriculum issues discussed in this paper are (a) influence on mathematics content in the past 25 years, (b) development of mathematics curriculum, (c) mathematics that should be taught, and (d) problems with U.S. mathematics versus those of other countries (NCTM, 2009).

Influence on Mathematics Content

School administrators along with local school boards have previously had the most influence on the content of mathematics. Over the past 25 years concern has shifted to the state and national levels. Currently teachers and administration are publicly held accountable for the performance of students in their schools. States have implemented curriculum standards that are being met (Vogler & Burton, 2010). State-wide assessments are becoming increasingly more important to our country and there is a particular interest in the area of mathematics achievement (McGehee & Griffith, 2001).

Development of Mathematics Curriculum

The National Council of Teachers of Mathematics has recommended principles to aid in the development of unified curriculum standards and assessments for use across the nation. Several recommendations were made such as ensuring that teachers have an understanding of the curriculum content at the students’ previous learning level in order to build on those skills and incorporate new material. NCTM also suggests that a national curriculum must teach ideas and pr...

... middle of paper ...

...oks. Journal for Research in Mathematics Education, 31(2), 234-241.

McGehee, J. J., & Griffith, L. K. (2001). Large-scale assessments combined with curriculum

alignment: agents of change. Theory into Practice, 40(2), 137-144.

National Council Of Teachers Of Mathematics. Guiding Principles for Mathematics Curriculum

and Assessment (June 2009). Retrieved July 24, 2010 from http://www.nctm.org/standards/content.aspx?id=23273

Schoenfeld, A. H. (2009). Why Do We Teach?. Kappa Delta Pi Record 46(1), 26-29.

Vogler, K. E. & Burton, M. (2010). Mathematics Teachers’ Instructional Practices in an Era of

High-Stakes Testing. School Science and Mathematics 110(5), 247-261.

Wantanabe, T. (2001). Content and organization of teacher’s manuals: an analysis of Japanese

elementary mathematics teacher’s manuals. School Science and Mathematics 101(4), 194-205.

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