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Comments: NCTM's Curriculum and Evaluation Standards

by Thomas A. Romberg - 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 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.

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Cite This Article as: Teachers College Record Volume 100 Number 1, 1998, p. 8-21
https://www.tcrecord.org ID Number: 10296, Date Accessed: 10/23/2019 6:40:34 AM

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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).

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