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Reforming Reading, Writing and Mathematics: Teachers' Responses and the Prospects for Systemic Reform


reviewed by William F. Tate — 1999

coverTitle: Reforming Reading, Writing and Mathematics: Teachers' Responses and the Prospects for Systemic Reform
Author(s): S.G. Grant
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805828400, Pages: 237, Year: 1998
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Some scholars and policymakers attribute the language and arguments for “standards-based” reform to the mathematics education community (O’Day & Smith, 1993). In 1980, the National Council of Teachers of Mathematics (NCTM), a professional organization of mathematics teachers, supervisors, and college professors, published An Agenda for Action, which described a 10-year reform process. Subsequently, but not as a direct result of An Agenda for Action, NCTM published a series of standards documents that called for a movement away from a strictly basic-skills curriculum to a problem-solving conception of mathematics content and pedagogy. Other professional organizations followed with content and teaching standards for their subject area domains. Many states have used these content standards as guides to develop their own state curriculum frameworks. Fuhrman (1993) argued that curriculum standards alone lack the incentive and accountability mechanisms required for systemic change. O’Day and Smith (1993) posited that systemic change calls for states to... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 101 Number 2, 1999, p. 261-265
http://www.tcrecord.org ID Number: 10685, Date Accessed: 1/15/2019 11:29:03 PM

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About the Author
  • William Tate
    University of Wisconsin, Madison
 
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