Variability is the rule : a companion analysis of K-8 state mathematics standards
In response to No Child Let Behind, states have developed mathematics curriculum frameworks that outline their intended curriculum for grades K-8. While some have indicated that districts or individual schools may use their framework as a model for specific curricular programs, others have taken a m...
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| Main Author | |
|---|---|
| Format | Electronic eBook |
| Language | English |
| Published |
Bingley, U.K :
Emerald Publishing Limited : Information Age Publishing,
[2010]
|
| Series | Research in mathematics education series.
|
| Subjects | |
| Online Access | Full text |
| ISBN | 9781806616787 |
| DOI | 10.1108/978-1-61735-199-0 |
| Physical Description | 1 online resource (vii, 224 pages) : illustrations |
Cover
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| 082 | 0 | 4 | |a 372.70973 |2 23 |
| 100 | 1 | |a Smith, John P. |q (John Philip), |d 1952- |e author. | |
| 245 | 1 | 0 | |a Variability is the rule : |b a companion analysis of K-8 state mathematics standards / |c authored by John P. Smith. |
| 246 | 3 | 0 | |a Companion analysis of kindergarten through eighth state mathematics standards |
| 264 | 1 | |a Bingley, U.K : |b Emerald Publishing Limited : |b Information Age Publishing, |c [2010] | |
| 264 | 4 | |c ©2010 | |
| 300 | |a 1 online resource (vii, 224 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Research in mathematics education | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Acknowledgments -- Chapter 1. Introduction: An analysis of state standards in two mathematical domains / John P. Smith III, Gregory Larnell, and James E. Tarr -- Chapter 2. An analysis of k-8 measurement grade level expectations / Sarah E. Kasten and Jill Newton -- Chapter 3. The treatment of transformations in k-8 geometry and measurement grade level expectations / Sasha Wang and John P. Smith III -- Chapter 4. An examination of k-8 geometry state standards through the lens of the van hiele levels of geometric thinking / Jill Newton -- Chapter 5. Verbs and cognitive demand in k-8 geometry and measurement grade level expectations / Gregory V. Larnell and John P. Smith III -- Chapter 6. The statistical process: A view across k-8 state standards / Jill Newton, Aladar Horvath, & Leslie Dietiker -- Chapter 7. An analysis of k-8 probability standards / Shannon Dingman and James E. Tarr -- Chapter 8. Major lessons from the second round of standards analyses / John P. Smith III, Glenda T. Lappan, and James E. Tarr. Appendices -- References -- About the authors. | |
| 506 | |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty | ||
| 520 | |a In response to No Child Let Behind, states have developed mathematics curriculum frameworks that outline their intended curriculum for grades K-8. While some have indicated that districts or individual schools may use their framework as a model for specific curricular programs, others have taken a more prescriptive or even mandatory stance. Collectively, these frameworks present a sense of the national mathematics program and what we expect students learn.This volume follows The Intended Curriculum as Represented in State Mathematics Curriculum 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 also presents an analysis what verbs used tell us about the cognitive demand of grade level expectations. This volume, even more than the Reys volume, emphasizes the theme of variability in the content, expression, and clarity of grade level expectations across the states.As the nation moves toward implementation of the Common Core Standards, this volume highlights some of the challenges teachers 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. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Mathematics |x Study and teaching (Elementary) |x Standards |z United States. | |
| 650 | 0 | |a Curriculum planning |z United States. | |
| 650 | 7 | |a Education |x Teaching |x Subjects |x Mathematics. |2 bisacsh | |
| 650 | 7 | |a Curriculum planning and development. |2 thema | |
| 650 | 7 | |a Teaching of reading, writing and numeracy. |2 thema | |
| 650 | 7 | |a Educational: Mathematics and numeracy. |2 thema | |
| 655 | 7 | |a elektronické knihy |7 fd186907 |2 czenas | |
| 655 | 9 | |a electronic books |2 eczenas | |
| 776 | 0 | 8 | |i Print version: |z 9781617351983, 9781617351976 |
| 776 | 0 | 8 | |i PDF version: |z 9781617351990 |
| 830 | 0 | |a Research in mathematics education series. | |
| 856 | 4 | 0 | |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/978-1-61735-199-0 |