A volume in Research in Mathematics EducationSeries Editor Barbara J. Dougherty, Iowa State UniversityIn response to No Child Let Behind, states have developed mathematics curriculumframeworks that outline their intended curriculum for grades K-8. While some haveindicated that districts or individual schools may use their framework as a model forspecific curricular programs, others have taken a more prescriptive or even mandatorystance. Collectively, these frameworks present a sense of the national mathematicsprogram and what we expect students learn.This volume follows The Intended Curriculum as Represented in State MathematicsCurriculum Standards: Consensus or Confusion? (Reys). While the Reys volume focused on number and operations,algebra and reasoning strands, the Smith volume analyzes geometry, measurement, probability, and statistics strands. It alsopresents an analysis what verbs used tell us about the cognitive demand of grade level expectations. This volume, evenmore than the Reys volume, emphasizes the theme of variability in the content, expression, and clarity of grade levelexpectations across the states.As the nation moves toward implementation of the Common Core Standards, this volume highlights some of the challengesteachers and other school personnel face in interpreting mathematics grade-level standards as goals for classroom teaching.The shift from 50 state standards to one document does not resolve this basic challenge.
Variability Is the Rule a Companion Analysis of K-8 State Mathematics Standards (Hc)
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A volume in Research in Mathematics EducationSeries Editor Barbara J. Dougherty, Iowa State UniversityIn response to No Child Let Behind, states have developed mathematics curriculumframeworks that outline their intended curriculum for grades K-8. While some haveindicated that districts or individual schools may use their framework as a model forspecific curricular programs, others have taken a more prescriptive or even mandatorystance. Collectively, these frameworks present a sense of the national mathematicsprogram and what we expect students learn.This volume follows The Intended Curriculum as Represented in State MathematicsCurriculum Standards: Consensus or Confusion? (Reys). While the Reys volume focused on number and operations,algebra and reasoning strands, the Smith volume analyzes geometry, measurement, probability, and statistics strands. It alsopresents an analysis what verbs used tell us about the cognitive demand of grade level expectations. This volume, evenmore than the Reys volume, emphasizes the theme of variability in the content, expression, and clarity of grade levelexpectations across the states.As the nation moves toward implementation of the Common Core Standards, this volume highlights some of the challengesteachers and other school personnel face in interpreting mathematics grade-level standards as goals for classroom teaching.The shift from 50 state standards to one document does not resolve this basic challenge.
A volume in the series: Research in Mathematics Education. Series Editor(s): Barbara J. Dougherty, Iowa State UniversityIn response to No Child Let Behind, states have developed mathematics...
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