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Comments: NCTM's Curriculum and Evaluation Standards by Thomas A. Romberg — 1998The 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 organization’s 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:
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- 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).
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