Diane Koart

Date of Award

1991

Type

Thesis

Major

Specialist in Education

Degree Type

Special Degree in Education in Secondary Mathematics Education

Department

Teacher Education

First Advisor

Dr. Carolyn M. Cartledge

Second Advisor

Dr. Mary M. Lindquist

Third Advisor

Dr. J. Kitt Lumley

Abstract

Several changes affecting the context of mathematics education were identified in Reshaping School Mathematics (Mathematical Sciences Education Board National Research Council [MSEB], 1990). The need for mathematics has changed to demand a higher level of quantitative literacy. New mathematics has been discovered and types of mathematical applications have increased. The development of technology has impacted mathematics greatly. Greater mathematical skills are demanded in the work place. Better understanding of how students learn and changes in international competitiveness also affect mathematics education. These changes implied the need for a new practical philosophy of mathematics education as a basis for curricular reform. Each new generation needs to step away from current schooling practices, reflect on the mathematical expectations for students and society, and restate the assumptions upon which the system for teaching and learning is based. Such reflection is especially important in a time of rapid change. (p. 3) There has been a shift from an industrial society to an informational society. The present school organization is product of the industrial age. As stated in Curriculum and Evaluation Standards for School Mathematics (National a Council of Teachers of Mathematics [NCTM], 1989): The educational system of the industrial age does not meet the economic needs of today. New social goals for education include: mathematically literate workers, lifelong learning, opportunity for all, and an informed electorate. (p. 3)

In response to the needs of an informational society the National Council of Teachers of Mathematics stated five general goals for all students: ·· (1) that they learn to value mathematics, (2) that they become confident in their ability to do mathematics, (3) that they become mathematical problem solvers, (4) that they learn to communicate mathematically, and (5) that they learn to reason mathematically. (p. 5) For these goals to be met, students will study much of the same content but with a different emphasis; and, students will study some mathematics that previously had little emphasis in schools. Further, "instruction should vary and include appropriate project work, group and individual assignments, discussion between teacher and students and among students, practice on mathematical methods, exposition by the teacher" (p. 10) .

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