Reform for Mathematics Curricula
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In response to unacceptable levels of mathematics achievement in the United States many groups with an interest in the teaching of mathematics have called for reform (Niemi, 1996). The calls for reform are based on recent advances in cognitive theory that call for a more constructivist view of learning (Wood & Sellers, 1996). Traditionally, mathematics instruction in the primary grades has consisted of teaching computational skills, drills, and simple word problems. Concepts now included in mathematics curricula are being changed to stress problem-solving skills, but the resources and teaching methods available to primary grade teachers are not keeping current with the new standards. In 1989, the National Council of Teachers of Mathematics (NCTM) began emphasizing the teaching of mathematical concepts and problem solving at all grade levels. In the years following, the NCTM have strengthened their stance on the inclusion of problem solving within mathematics curricula. The California Mathematics Framework also includes problem-solving instruction beginning in kindergarten. The primary focus of mathematics instruction is shifting from simple computational skills to problem-solving applications in all grade levels. The purpose of teaching problem solving in the primary grades is to enable the student to understand the relationships between an event and the mathematical model of that event. An example event: There are three children outside. Mother brings out two g
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e to use mathematical representations more effectively in problem-solving tasks (Niemi, 1996).
The students who received instruction in classrooms which used problem-centered instruction methods gained a greater fluency with mathematical concepts, their representation, and changed their ideas about what mathematics. Likewise, teachers who taught a problem-centered mathematics class, for at least one year, also changed their views on mathematics instruction. Teachers who volunteer to teach problem-centered mathematics classes have a more constructivist view of learning than other teachers before they are exposed to problem-centered instruction. After a year, teachers shift their beliefs, in how children learn about mathematics and how to teach mathematics, in the direction proposed by the standards (Woods & Sellers, 1997). Teachers who use the teaching concepts outlined by the standards come to the conclusion that these methods used to teach mathematics are better and more effective than the methods used in the traditional textbook approach.
The shifting emphasis to problem solving in the mathematics curriculum means that strategies for assessing the work of an individual student must be altered. Traditional paper and penc
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Some common words found in the essay are:
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Approximate Word count = 3755
Approximate Pages = 15 (250 words per page)
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