This is the summary of a presentation given at the 74th Annual NCTM Meeting, 25-28 April 1996, San Diego, CA.
Do you want to do a better job of implementing ALL the NCTM Standards (Curriculum and Evaluation, Professional, and Assessment) in your classroom? We have practical suggestions, based on years of classroom-based research into student-centered, process teaching in mathematics. Participants will examine critical factors, including establishing a productive instructional environment, choosing appropriate tasks, developing a useful curricular framework, and making informative assessments of learning and teaching, in order to support student construction of knowledge. Specific examples will be taken from the University of Hawaii's middle school, first-year algebra, and high school geometry curriculum project.
Sid Rachlin (East Carolina University, Greenville, NC)
W. Gary Martin (University of Hawaii, Honolulu, HI)
Hannah Slovin (University of Hawaii, Honolulu, HI)
Annette Matsumoto (University of Hawaii, Honolulu, HI)
Karen Steele (Charlotte-Mecklenburg Schools, Charlotte, NC)
Alicia B. Jones (Athens Drive High School, Raleigh, NC)
Donna Erickson (Fairfax High School, Fairfax, VA)
Mary Roberts (Fairfax High School, Fairfax, VA)
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