Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Comments: NCTM's Curriculum and Evaluation Standards


by Thomas A. Romberg ó 1998

The comments in this article provide a background to the key notions underlying the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics: first, the organizationís intent when it decided to prepare this document; second, the anticipated use of the standards by teachers, schools, and states to change how mathematics has been organized and taught in American schools; third, the current process of preparing revisions to the standards by NCTM. The author ends by offering comments about unanticipated reactions to the document.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Comments: NCTM's Curriculum and Evaluation Standards
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 100 Number 1, 1998, p. 8-21
http://www.tcrecord.org ID Number: 10296, Date Accessed: 11/23/2017 4:36:11 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Thomas Romberg
    University of Wisconsin-Madison
    Thomas A. Romberg is the Sears-Roebuck Foundation Bascom Professor of Education, University of Wisconsin-Madison, and serves as director of the National Center for Improving Student Learning and Achievement in Mathematics and Science, U.S. Department of Education. He is co-editor, with Elizabeth Fennema, of Mathematics Classrooms that Promote Understanding (Lawrence Erlbaum, 1998).
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS