Abstract
On March 21, 1989, the National Council of Teachers of Mathematics (NCTM) held a press conference in Washington, DC, to release the Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989). The Curriculum and Evaluation Standards had been under development for almost five years (Crosswhite, Dossey, & Frye, 1989), and public interest was high; the press conference, which some had expected to be quite small, was moved to the larger venue of the Willard Hotel in downtown Washington. Since NCTM had not organized such a large media event before, it was an exciting time for the organization.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
American Mathematical Association of Two-Year Colleges. (1994). Standards for introductory college mathematics. Memphis: Author.
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1984). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Institute of Education.
Apple, M. W. (1992). Do the Standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412–431.
Association of State Supervisors of Mathematics. (1990). The coordinated implementation of national and state-by-state reform in school mathematics. Tallahassee: Florida Education Center.
Atkin, J. M. (1994). Developing world-class education standards: Some conceptual and political dilemmas. In N. Cobb (Ed.), The future of education: Perspectives on national standards in America (pp. 61–84). New York: College Entrance Examination Board.
Ball, D. L. (1990). Reflections and deflections of policy: The case of Carol Turner. Education Evaluation and Policy Analysis, 12, 263–275.
Ball, D. L. (1992). Implementing the NCTM Standards: Hopes and hurdles. In C. M. Firestone & C. H. Clark (Eds.), Telecommunications as a tool for educational reform: Implementing the NCTM Standards (pp. 33–49). Washington, DC: Aspen Institute.
Ball, D. L., & Schroeder, T. L. (1992). Improving teaching, not standardizing it. Mathematics Teacher, 85, 67–72.
Bass, H. (1994). Education reform from a national perspective: The mathematics community’s investment and future. Notices of the American Mathematical Society, 41, 921–926.
Bishop, A. J. (1990). Mathematical power to the people. Harvard Educational Review, 60, 357–369.
Black, P. J. (1994). Performance assessment and accountability: The experience in England and Wales. Educational Evaluation and Policy Analysis, 16, 191–203.
Blais, D. M. (1988). Constructivism—a theoretical revolution for algebra. Mathematics Teacher, 81, 624–631.
Blank, R. K., & Pechman, E. M. (1995). State curriculum frameworks in mathematics and Science: Results from a 50-state survey. Washington, DC: Council of Chief State School Officers.
Bosse, M. J. (1995). The NCTM Standards in light of the New Math movement: A warning! Journal of Mathematical Behavior, 14, 171–201.
Boyer, E. L. (1990). Reflections on the new reform in mathematics education. School Science and Mathematics, 90, 561–566.
Byrd, L., Foster, S., Peressini, D., & Secada, W. G. (1994, April). Teachers’ collective action for the enhancement of school mathematics. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
California Department of Education. (1985). Mathematics framework for California public schools: Kindergarten through Grade Twelve. Sacramento: Author.
Carl, I., & Frye, S. (1991). The NCTM’s Standards: New dimensions in leadership. Mathematics Teacher, 84, 580–585.
Carpenter, T. P., Corbitt, M. K., Kepner, H. S., Lindquist, M. M., & Reys, R. E. (1981). Results from the second mathematics assessment of the National Assessment of Educational Progress. Reston, VA: National Council of Teachers of Mathematics.
Cockcroft, W. H. (1982). Mathematics counts: Report of the committee of inquiry into the teaching of mathematics. London: Her Majesty’s Stationery Office.
Cohen, D. K., McLaughlin, M. W, & Talbert, J. E. (Eds.). (1993). Teaching for understanding: Challenges for policy and practice. San Francisco: Jossey-Bass.
College Entrance Examination Board. (1959). Program for college preparatory mathematics. New York: Author.
Conference Board of the Mathematical Sciences. (1983). The mathematical sciences curriculum K-12: What is still fundamental and what is not. Washington, DC: Author.
Conference Board of the Mathematical Sciences. (1984). New goals for mathematical sciences education. Washington, DC: Author.
Crosswhite, F. J. (1985a). An Agenda for Action: Continuing commitments and mid– course corrections. Mathematics Teacher, 78, 574–580.
Crosswhite, F. J. (1985b). Development and implementation of professional standards for mathematics education K-12: A project to improve school mathematics. Grant proposal to the AT&T Foundation. Reston, VA: National Council of Teachers of Mathematics.
Crosswhite, F. J. (1990). National Standards: A new dimension in professional leadership. School Science and Mathematics, 90, 454–466.
Crosswhite, F. J., Dossey, J. A., & Frye, S. M. (1989). NCTM Standards for school mathematics: Visions for implementation. Arithmetic Teacher, 37, 55–60.
D’Ambrosio, U., & D’Ambrosio, B. (1994). An international perspective on research through the JRME. Journal for Research in Mathematics Education, 25, 685–696.
de Lange, J. (1987). Mathematics, insight, and meaning. Utrecht: Rijksuniversiteit Utrecht.
Dillon, D. R. (1993). The wider social context of innovation in mathematics education. In T. Wood, R Cobb, E. Yackel, & D. Dillon (Eds.), Rethinking elementary school mathematics: Insights and issues (Journal for Research in Mathematics Education Monograph No. 6, pp. 71–96). Reston, VA: National Council of Teachers of Mathematics.
Dolan, D. (Ed.). (1990). Leading mathematics education into the 21st century: A preliminary report. Helena, MT: Office of Public Instruction.
Dossey, J. A. (1990). The political realities for mathematics education. In I. Wirszup & R. Streit (Eds.), Developments in school mathematics around the world, Volume 2; (pp. 151–158). Chicago: University of Chicago School Mathematics Project.
Ellerton, N. F., & Clements, M. A. (1994). The national curriculum debacle. West Perth, Australia: Meridian Press.
Ernest, P. (1991). The philosophy of mathematics education. New York: Falmer Press.
Ferrini-Mundy, J., & Johnson, L. (1994). Recognizing and recording reform in mathematics: New questions, many answers. Mathematics Teacher, 87, 190–193.
Fey, J. T. (1979). Mathematics teaching today: Perspectives from three national surveys. Mathematics Teacher, 72, 490–504.
Frye, S. (1989). Professional standards for teaching mathematics. Grant proposal to the National Science Foundation. Reston, VA: National Council of Teachers of Mathematics.
Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press.
Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.
Garet, M. S., & Mills, V. L. (1995). Changes in teaching practices: The effects of the Curriculum and Evaluation Standards. Mathematics Teacher, 88, 380–389.
Gawronski, J. (1984). The problems of change from the school administrator’s perspective. In T. A. Romberg & D. M. Stewart (Eds.), School mathematics: Options for the 1990s. Proceedings of the conference (pp. 155–160). Madison: Wisconsin Center for Education Research.
Gawronski, J., Cooney, T., & Dougherty, B. (1991). Proposal to monitor the effects of the Standards. Unpublished report of a Task Force. Reston, VA: National Council of Teachers of Mathematics.
Guide to national efforts to set subject-matter standards. (1993, June 16). Education Week, 12, 16–17.
Haimo, D. T. (1995). Experimentation and conjecture are not enough. American Mathematical Monthly, 102, 102–112.
Hersh, R. (1995). Fresh breezes in the philosophy of mathematics. American Mathematical Monthly, 102, 589–594.
Hill, S. A. (1980). An agenda for action: President’s address, 58th annual meeting. Mathematics Teacher, 73, 473–480.
Hill, S. A. (1981). The “Agenda for Action” as a potential agent for change in the mathematics curriculum. In J. Price & J. D. Gawronski (Eds.), Changing school mathematics: A responsive process (pp. 3–10). Reston, VA: National Council of Teachers of Mathematics.
Hill, S. A. (1987). New perspectives on the education of teachers. In The teacher of mathematics: Issues for today and tomorrow (pp. 5–14). Washington, DC: Mathematical Sciences Education Board.
Hirsch, C. R. (Ed.). (1985). The secondary school mathematics curriculum: 1985 Yearbook. Reston, VA: National Council of Teachers of Mathematics.
Hutchinson, J., & Huberman, M. (1993). Knowledge dissemination and use in science and mathematics education: A literature review. Washington, DC: National Science Foundation.
Jenness, D. (1990). Making sense of social studies. New York: Macmillan.
Johnson, H. C. (1990). How can the Curriculum and Evaluation Standards for School Mathematics be realized for all students? School Science and Mathematics, 90, 527–543.
Kaestle, C. F. (1992). Everybody’s been to fourth grade: An oral history of federal R&D in education. Madison: Wisconsin Center for Education Research.
Kilpatrick, J. (1985). Academic preparation in mathematics. College Entrance Examination Board: New York.
Kilpatrick, J. (1992). A history of research in mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 3–38). New York: Macmillan.
Kilpatrick, J., & Stanic, G. M. A. (1995). Paths to the present. In I. M. Carl (Ed.), Seventy-five years of progress: Prospects for school mathematics (pp. 3–17). Reston, VA: National Council of Teachers of Mathematics.
Kitcher, P. (1984). The nature of mathematical knowledge. New York: Oxford University Press.
Lambdin, D. V. (1993). The NCTM’s 1989 Evaluation Standards: Recycled ideas whose time has come? In N. L. Webb (Ed.), Assessment in the mathematics classroom: 1993 Yearbook (pp. 7– 16). Reston, VA: National Council of Teachers of Mathematics.
Lappan, G. (1993). What do we have and where do we go from here? Arithmetic Teacher, 40, 524–526.
Leinwand, S. (1994). Four teacher-friendly postulates for thriving in a sea of change. Mathematics Teacher, 87, 392–393.
Leitzel, J. R. C. (Ed.). (1991). A call for change: Recommendations for the mathematical preparation of teachers of mathematics. Washington, DC: Mathematical Association of America.
Leoneiii, E., & Schwendeman, R. (Eds.). (1994). The Massachusetts adult basic education math standards. Maiden, MA: The Massachusetts ABE Math Team.
Lund, L., & Wild, C. (1993). Ten years after A Nation at Risk. New York: The Conference Board.
Makhmaltchi, V. (1984). The problem of change from the publisher’s perspective. InT. A. Romberg & D. M. Stewart (Eds.), School mathematics: Options for the 1990s. Proceedings of the conference (pp. 137–140). Madison: Wisconsin Center for Education Research.
Massell, D. (1993). National Council of Teachers of Mathematics, with references to the “New Mathematics”: Case study. A report prepared for the National Education Goals Panel. New Brunswick, NJ: Rutgers University, Consortium for Policy Research In Education.
Massell, D. (1994). National curriculum content standards: The challenges for subject matter associations. In N. Cobb (Ed.), The future of education: Perspectives on national standards in America (pp. 239–257). New York: College Entrance Examination Board.
Mathematical Sciences Education Board. (1988). Review by selected constituencies outside the mathematics teaching community of the Curriculum and Evaluation Standards for School Mathematics. Washington, DC: National Research Council.
Mathematical Sciences Education Board. (1989). Everybody counts. Washington, DC: National Academy Press.
Mathematical Sciences Education Board. (1993). A strategic plan. Washington, DC: National Research Council.
McKnight, C. C., Crosswhite, F. J., Dossey, J. A., Kifer, E., Swafford, J. O., Travers, K. J., & Cooney, T. J. (1987). The underachieving curriculum: Assessing US school mathematics from an international perspective. Champaign, IL: Stipes.
McLaughlin, M. W. (1990). The Rand Change Agent Study revisited: Macro perspectives and micro realities. Educational Researcher, 19 (9), 11–16.
McLaughlin, M. W. (1991). Enabling professional development: What have we learned? In A. Lieberman & L. Miller (Eds.), Staff development for education in the 90s: New demands, new realities, new perspectives (pp. 61–82). New York: Teachers College Press.
National Advisory Committee on Mathematical Education. (1975). Overview and analysis of school mathematics grades K-12. Washington, DC: Conference Board of the Mathematical Sciences.
National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: US Government Printing Office.
National Council of Supervisors of Mathematics. (1978). Position statement on basic skills. Mathematics Teacher, 71, 147–152.
National Council of Teachers of Mathematics. (1980). An Agenda for action: Recommendations for school mathematics of the 1980s. Reston, VA: Author.
National Council of Teachers of Mathematics. (1981a). Priorities in school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. (1981b). Statement on a federal role in mathematics for the 1980s. Reston, VA: Author.
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: Author.
National Science Board. (1983). Educating Americans for the 21st Century. Washington, DC: US Government Printing Office.
Nelson, B. S. (1994). Mathematics and community. In N. L. Webb & T. A. Romberg (Eds.), Reforming mathematics education in America’s cities: The Urban Mathematics Collaborative Project (pp. 8–23). New York: Teachers College Press.
Osborne, A. R., & Crosswhite, F.J. (1970). Forces and issues related to curriculum and instruction, 7–12. In P. S. Jones (Ed.), A history of mathematics education in the United States and Canada (pp. 155–297). Reston, VA: National Council of Teachers of Mathematics.
Parker, R. E. (1993). Mathematical power: Lessons from a classroom. Portsmouth, NH: Heinemann.
Porter, A. C., Smithson, J., & Osthoff, E. (1994). Standard setting as a strategy for upgrading high school mathematics and science. In R. E. Elmore & S. H. Fuhrman (Eds.), The governance of curriculum (pp. 138–166). Alexandria, VA: Association for Supervision and Curriculum Development.
Price, G. G., & Carpenter, T. P. (1978). Review of On further examination: Report of the advisory panel on the Scholastic Aptitude Test score decline. Journal for Research in Mathematics Education, 9, 155–160.
Price, J., & Gawronski, J. D. (Eds.). (1981). Changing school mathematics: A responsive process. Reston, VA: National Council of Teachers of Mathematics.
Raizen, S.A. 1996. The general context for reform. In Bold Ventures: U.S. Innovations in Science and Mathematics Education, Vol. I: Patterns Among Eight Innovations, ed. S.A. Raizen and E. D. Britton. Boston: Kluwer Academic Publishers.
Ravitch, D. (1995). National standards in American education: A citizen’s guide. Washington, DC: Brookings Institution.
Romagnano, L. (1994). Wrestling with change: The dilemmas of teaching real mathematics. Portsmouth, NH: Heinemann.
Romberg, T. A. (1984a, August). Curricular reform in school mathematics: Past difficulties, future possibilities. Paper prepared for the Fifth International Congress on Mathematical Education, Adelaide, South Australia.
Romberg, T. A. (1984b). School mathematics: Options for the 1990s. Washington, DC: U.S. Department of Education.
Romberg, T. A. (1987a). The NCTM Commission on Standards for School Mathematics: Some initial ideas. Madison: Wisconsin Center for Education Research.
Romberg, T. A. (1987b). Standards: Goals, knowledge, work and technology. Madison: Wisconsin Center for Education Research.
Romberg, T. A., & Carpenter, T. R (1986). Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 850–873). New York: Macmillan.
Romberg, T. A., & Stewart, D. M. (Eds.). (1984). School mathematics: Options for the 1990s. Proceedings of the conference. Madison: Wisconsin Center for Education Research.
Romberg, T. A., & Webb, N. L. (1993). The role of the National Council of Teachers of Mathematics in the current reform movement in school mathematics in the United States of America. In Science and mathematics education in the United States: Eight innovations (pp. 143–182). Paris: Organisation for Economic Co-operation and Development.
Saxon, J. (1982). Incremental development: A breakthrough in mathematics. Phi Delta Kappan, 63, 482–484.
Schoen, H., Gawronski, J., & Porter, A. (1989). Final report of the NCTM Task Force on monitoring the effects of the Standards. Unpublished report. Reston, VA: National Council of Teachers of Mathematics.
Secada, W. G. (1989). Agenda setting, enlightened self-interest, and equity in mathematics education. Peabody Journal of Education, 66, 22–56.
Stake, R. E. (1994). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 236–247). Thousand Oaks, CA: Sage.
Stake, R. E., Cole, C., Sloane, F, Migotsky, C., Flores, C., Merchant, B., Miron, M., & Medley, C. (1994). The burden: Teacher professional development in Chicago school reform. Urbana, IL: University of Illinois.
Stake, R. E., & Easley, J. A. (1978). Case studies in science education. Urbana, IL: University of Illinois.
Steen, L. A. (1988). Forces for change in the mathematics curriculum. Wisconsin Teacher of Mathematics, 34, 3–7.
Steen, L. A. (Ed.). (1990). On the shoulders of giants: New approaches to numeracy. Washington, DC: National Academy Press.
Steffe, L. P., & Kieren, T. (1994). Radical constructivism and mathematics education. Journal for Research in Mathematics Education, 25, 711–733.
Stein, M. K., Grover, B. W., & Silver, E. A. (1991). Changing instructional practice: A conceptual framework for capturing the details. In R. G. Underhill (Ed.), Proceedings of the Thirteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 36–42). Blacksburg: Virginia Tech.
Suydam, M. N., & Dessart, D. J. (1980). Skill learning. In R. J. Shumway (Ed.), Research in mathematics education (pp. 207–243). Reston, VA: National Council of Teachers of Mathematics.
Talbert, J. E., & Perry, R. (1994, April). How department communities mediate mathematics and science education reforms. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
U.S. Department of Education. (1994). High standards for all students. Washington, DC: U.S. Government Printing Office.
Usiskin, Z. (1988). National standards, states’ rights, and local autonomy. Presentation to the annual meeting of the Association of State Supervisors of Mathematics, Boston.
Vergnaud, G. (1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 39–59). Hillsdale, NJ: Erlbaum.
Webb, N. L. (1987). More detailed thoughts for consideration. Madison: Wisconsin Center for Education Research.
Webb, N. L. (Ed.). (1993a). Assessment in the mathematics classroom: 1993 Yearbook. Reston, VA: National Council of Teachers of Mathematics.
Webb, N. L. (1993b). Mathematics education reform in California. In Science and Mathematics Education in the United States: Eight Innovations (pp. 117–142). Paris: Organisation for Economic Co-operation and Development.
Webb, N. L., Schoen, H., & Whitehurst, S. D. (1993). Dissemination of nine precollege mathematics instructional materials projects funded by the National Science Foundation, 1981–91. Madison: Wisconsin Center for Education Research.
Weiss, I. R., Matti, M. C., & Smith, P. S. (1994). Report of the 1993 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research.
Willoughby, S. S. (1984). President’s report: Mathematics education 1984: Orwell or well? Mathematics Teacher, 77, 575–582.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1996 Kluwer Academic Publishers
About this chapter
Cite this chapter
McLeod, D.B., Stake, R.E., Schappelle, B.P., Mellissinos, M., Gierl, M.J. (1996). Setting the Standards. In: Raizen, S.A., Britton, E.D. (eds) Bold Ventures. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-0339-5_2
Download citation
DOI: https://doi.org/10.1007/978-94-009-0339-5_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-6639-6
Online ISBN: 978-94-009-0339-5
eBook Packages: Springer Book Archive