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Reforming Reading, Writing and Mathematics: Teachers' Responses and the Prospects for Systemic Reformreviewed by William F. Tate - 1999 Title: 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 Search for book at Amazon.com Some scholars and policymakers attribute the language and arguments for standards-based reform to the mathematics education community (ODay & 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. ODay and Smith (1993) posited that systemic change calls for states to... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- William Tate
University of Wisconsin, Madison
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