1 / 16

An Analysis of Standards and Curriculum

An Analysis of Standards and Curriculum. How well do they fit together? Christina Gavin SEED 607 August 2, 2002.

albert
Download Presentation

An Analysis of Standards and Curriculum

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. An Analysis of Standards and Curriculum How well do they fit together? Christina Gavin SEED 607 August 2, 2002

  2. Back in 1989, The National Council of Teachers of Mathematics published their standards for Grades 9-12. Those standards altered the ideas of what a mathematics curriculum should include. How well have those standards changed what is actually a part of the mathematics curriculums and state standards today?

  3. NCTM Standards vs. SOL’s

  4. NCTM Standards vs. Text • Glencoe Geometry: Integration, Applications, Connections. (1998). NY, NY: McGraw Hill.

  5. NCTM Standards vs. Taught Curriculum

  6. SOL’s vs. Text • Glencoe Geometry: Integration, Applications, Connections. (1998). NY, NY: McGraw Hill.

  7. SOL’s vs. Taught Curriculum

  8. NCTM vs SOL vs Text vs Taught NCTM SOL’s Text Taught

  9. NCTM’s General standards Are not subject specific More authentic assessment needed More technology Less traditional SOL’s Specific Standards Subject centered Multiple Choice/ Memorization More traditional Differences between the NCTM Standards and the VA SOL’s.

  10. NCTM Standards • 1: Mathematics as Problem Solving • 2: Mathematics as Communication • 3: Mathematics as Reasoning • 4: Mathematical Connections • 5: Algebra • 6: Functions • 7: Geometry from a Synthetic Perspective • 8: Geometry from an Algebraic Perspective • 9: Trigonometry • 10: Statistics • 11: Probability • 12: Discrete Mathematics • 13: Conceptual Underpinnings of The Calculus • 14: Mathematical Structure

  11. NCTM Standards Virginia’s SOL’s Text Taught Curriculum More process based More product based Some process, some product Product based More emphasis on using technology Less emphasis on technology Use of technology Dependent on teacher More emphasis on connections Subject centered Some connections to real world (in the introductions) Subject centered More emphasis on applications Some application Application examples Dependent on teacher and time Estimation/ approximation/ graphing Factoring/simplifying/point-plotting Factoring/simplifying/point-plotting. Some graphing Factoring/simplifying/point-plotting. Some graphing Deductive Reasoning/Paragraph Proofs Deductive Reasoning Deductive Reasoning/Two Column/Paragraph proofs Some proofs Less circle segment/ angle theorems Circle segment/angle theorems Circle segment/angle theorems Circle segment/angle theorems NCTM vs SOL vs Text vs Taught

  12. Geometry SOL NCTM Standard/ Taught Text 1 1, 2, 3, 4, 1, 3 Chapter 2 2 2, 7, 8 7, 8 Chapter 1-4, 1-5, 3-3, 3-5, 4-3, 10-4,13 3 1, 7 1, 7 Chapter 3, 6 4 1, 3, 7, 8 1, 3, 7, 8 Chapter 3 5 1, 3, 7, 8 1, 3, 7, 8 Chapter 4 6 1, 4, 5, 7 5, 7, Chapter 4, 5 7 1, 4, 5, 7, 9, 5, 7, 9 Chapter 8 8 1, 2, 3, 4, 5, 7, 1, 5, 7 Chapter 6 9 1, 2, 5, 8, 5, 8 Chapter 10 10 1, 2, 3, 4, 5, 7, 10 1, 3, 5, 7 Chapter 9 11 8 8 Chapter 1, 2 12 1, 2, 3, 4, 7, 1, 4, 7 Chapter 11, 13 (?) 13 1, 2, 5, 7, 1, 5, 7 Chapter 11 14 1, 2, 3, 4, 5, 6, 7, 1, 3, 5, 7 Chapter 10 (?) 15 1, 2, 5, 8, 1, 5, 8 Chapter 12 NCTM vs SOL vs Text vs Taught

  13. Cautions between SOL’s and NCTM’s. • Problem Solving vs. Application • NCTM move away from Standard 7, SOL emphasis on Standard 7 • The teaching is a large factor on the correlation between standards. • Time is a big pressure. • SOL’s are tested; NCTM Standards are not.

  14. Interpretation • SOL’s state types of problems that students need to be able to do. • NCTM standards show how the students should be able to use and connect these problems. • These two can only overlap well, when they are taught simultaneously. • Textbooks cannot dominate learning for this to happen. • Professional Development to incorporate NCTM standards within the curriculum is a necessity. • More time needs to be given to each concept in order to cover the NCTM standards, rather than incorporating all concepts covered in the SOL’s.

  15. Interpretation • Can a student move from VA to another state and do well? • Does the other state standards line up with VA? • Does the teacher incorporate the NCTM Standards. • The use of NCTM standards nationally will greatly address the problem of moving from state to state, because students will be learning connections between concepts rather than just rote memorization of concepts.

  16. References: • Glencoe Geometry: Integration, Applications, Connections. (1998). NY, NY: Glencoe/McGraw Hill.

More Related