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David Moursund
Posts:
72
From:
Eugene, Oregon 97403
Registered:
5/9/08


[ncsmmembers] NCTM Web Site Feedback
Posted:
May 13, 2012 2:31 PM



Referring page: http://www.nctm.org/ncatedraft/
I realize that my comments on the NCTM/NCATE draft standards are arriving too late to fit into your overall timeline on developing and approving the plans. I have just been browsing the draft plan for an elementary math specialist. I think the ideas in it are great, but that there are some serious omissions. Here are a few examples:
First, all of the mentions of "technology" refer to use of said technology in instruction and explorations. There is no mention of the idea that computer technology is an important part of the components of math. There is no mention of computer modeling or computational thinking. There is no mention of a student learning to use both human brain and computer brain to represent and solve problems. The word computer is not even in the document!
Second, there seems to be no mention of cognitive neuroscience as it relates to teaching and learning math. There is no mention of dyscalculia, dyslexia, dysgraphia, or other mathrelated areas of cognitive neuroscience.
Third, there is no mention of games (both off and on a computer) as an aid to teaching, learning, and exploring math.
Fourth, there is no mention of the basis idea of learning to read math well enough to learn math by reading math?or helping students and their teachers gain this skill.
Fifth, the term math maturity is not used. Certainly the ideas are there?so, I wonder if the actual term has completely gone out of style? If so, what term or expression are you using to describe both teachers and their students moving toward developing mathrelated habits of mind and other aspects of math maturity that tend to last a lifetime?
Dave Moursund
Dave Moursund Emeritus Professor University of Oregon
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