Ok I truly get annoyed at all the benchmarks, outcomes, and standards written to reform little ol' me, when I think I am the source of any reform that happens in my classroom and I suspect that I get paid a lot less than those who work on those committees. But there are uses for them. They do affirm that I'm not alone in my approaches. They provide justification for what I want to do (Some might say that they are written broadly enought to justify anything?)
But I didn't start writing this to vent my scepticism. I wanted to mention the AAAS Benchmarks, the second step in the Science for All Americans 2061 process. I think these benchmarks - particularly the math benchmarks - are great and I am disappointed not to hear them mentioned at NCTM conferences I have attended. I would hope that NCTM was in the business of aiding it's members to teach mathematics besides "pushing" its own literature.
Cathy Brady Math Specialist/Education email@example.com Maryland Science Center The monk picks up his bag "Beyond Numbers" and walks off. Baltimore's Inner Harbor