SIMMS Integrated Mathematics PDF Download
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Author:
Publisher: Kendall Hunt
ISBN: 9780787298067
Category : Mathematics
Languages : en
Pages : 400
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Book Description
SIMMS IM curriculum is designed to replace all secondary mathematics courses, with the possible exception of advanced placement courses. Each level includes work in algebra, geometry, probability, statistics, data analysis and discrete mathematics. Other topics such as trigonometry, matrices, conics, vectors, logic, logarithms, and parametric equations are included at appropriate levels. Less traditional topics such as graph theory, game theory, and chaos theory are also included in the program.
Author:
Publisher: Kendall Hunt
ISBN: 9780787298067
Category : Mathematics
Languages : en
Pages : 400
Get Book Here
Book Description
SIMMS IM curriculum is designed to replace all secondary mathematics courses, with the possible exception of advanced placement courses. Each level includes work in algebra, geometry, probability, statistics, data analysis and discrete mathematics. Other topics such as trigonometry, matrices, conics, vectors, logic, logarithms, and parametric equations are included at appropriate levels. Less traditional topics such as graph theory, game theory, and chaos theory are also included in the program.
Author:
Publisher: Kendall Hunt
ISBN: 9780787298098
Category : Mathematics
Languages : en
Pages : 572
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Book Description
Author:
Publisher:
ISBN: 9780536595300
Category : Mathematics
Languages : en
Pages : 196
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Book Description
Author: Sharon L. Senk
Publisher: Taylor & Francis
ISBN: 1000106152
Category : Education
Languages : en
Pages : 536
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Book Description
The Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers of Mathematics in 1989 set forth a broad vision of mathematical content and pedagogy for grades K-12 in the United States. These Standards prompted the development of Standards-based mathematics curricula. What features characterize Standards-based curricula? How well do such curricula work? To answer these questions, the editors invited researchers who had investigated the implementation of 12 different Standards-based mathematics curricula to describe the effects of these curricula on students' learning and achievement, and to provide evidence for any claims they made. In particular, authors were asked to identify content on which performance of students using Standards-based materials differed from that of students using more traditional materials, and content on which performance of these two groups of students was virtually identical. Additionally, four scholars not involved with the development of any of the materials were invited to write critical commentaries on the work reported in the other chapters. Section I of Standards-Based School Mathematics Curricula provides a historical background to place the current curriculum reform efforts in perspective, a summary of recent recommendations to reform school mathematics, and a discussion of issues that arise when conducting research on student outcomes. Sections II, III, and IV are devoted to research on mathematics curriculum projects for elementary, middle, and high schools, respectively. The final section is a commentary by Jeremy Kilpatrick, Regents Professor of Mathematics Education at the University of Georgia, on the research reported in this book. It provides a historical perspective on the use of research to guide mathematics curriculum reform in schools, and makes additional recommendations for further research. In addition to the references provided at the end of each chapter, other references about the Standards-based curriculum projects are provided at the end of the book. This volume is a valuable resource for all participants in discussions about school mathematics curricula--including professors and graduate students interested in mathematics education, curriculum development, program evaluation, or the history of education; educational policy makers; teachers; parents; principals and other school administrators. The editors hope that the large body of empirical evidence and the thoughtful discussion of educational values found in this book will enable readers to engage in informed civil discourse about the goals and methods of school mathematics curricula and related research.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 74
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Book Description
Author: Carmen Latterell
Publisher: Bloomsbury Publishing USA
ISBN: 0313027692
Category : Education
Languages : en
Pages : 200
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Book Description
This book is written for parents and other interested parties so that they can understand the great debate taking place in many states in this country about how to teach basic math. The debate centers around the standards written by the National Council of Teachers of Mathematics (NCTM), which call for a radically different approach to mathematics education. Because the issues are so heated between the NCTM-oriented curricula and traditional curricula (the curricula that NCTM-oriented replaced), the term Math Wars was coined to describe them. Parents are concerned about their children's math learning. Teachers are concerned about math teaching. When parents see what children are bringing home under the new curriculum, it is clear that their children are not working on the same mathematics that parents remember from the time when they were in school. But, the problem goes beyond grades K-12. Post-secondary mathematics courses are the fear of many students. The standards created by the NCTM do not necessarily prepare students for success, either on SATs or in college. Besides lack of knowledge about mathematics education, many parents have an additional problem in that they feel they lack knowledge in mathematics itself. This is very intimidating; thus it is difficult for parents to do anything about the confusing state of mathematics education. This book provides some answers.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 694
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Book Description
Author: Raffaella Borasi
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 150
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309092426
Category : Education
Languages : en
Pages : 289
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Book Description
This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials. The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.
Author: Frank K. Lester
Publisher: IAP
ISBN: 160752709X
Category : Education
Languages : en
Pages : 1380
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Book Description
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
