The National Standards in Math and Science: Developing Consensus, Unresolved Issues, and unfinished Business
by William H. Clune ó 1998
The five articles in this set of commentaries reflect the richness and energy of the issues surrounding national standards in math and science as they begin to reach a wider audience and take shape in implementation. The dominant issue discussed and debated in the articles is the shift in emphasis from memorizing procedures (calculations) to problem solving and understanding. The authors themselves make an interesting group in this respect, comprising three university professors of math or science with long-standing interest in educational reform (Deborah Tepper Haimo/math, Judith Roitman/math, John C. Wright/Chemistry), a professor of education and the chair of the standards committee of the standard- setting National Council of Teachers of Mathematics (NCTM) (Thomas A. Romberg), one of the nationís leading scholars on the development of science standards and curricula (Senta Raizen), and a teacher/administrator with hands-on experience implementing the new science objectives (Carol Wright).
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