Algebra for everyone by Edgar L Edwards; Mathematics Education Trust

By Edgar L Edwards; Mathematics Education Trust

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Science, 29 April 1988, pp. 611-16. Travers, Kenneth J. , Second Study 0f Mathematics: Summary Rep0rt—United States. Champaign: University of Illinois, 1985. Usiskin, Zalman. 8—19. Reston, Va: The Council, 1988. 4 DAvno J. Gmrzsn GLENDA LAPPAN The N CTM’s Curriculum and Evaluation Standards for School Mathematics (Standards ) (1989) presents a vision of mathematical power for students that forces us to rethink in fundamental ways what is important for students to know and be able to do in mathematics.

Also, we could make the problems more complicated by requiring multiple operations, extraneous data, and insufficient data. Word problems should not be grouped as to type or style, but they should be organized more in line with the process for solution. For example, problems like finding how many sets of six whatevers are contained in seventy-two items is the same process as determining the rate of speed on a bicycle for traveling seventy-two miles in six hours. Requiring students to compose their own problems when given specific criteria and limiting information helps students to understand the process.

The teacher should conduct frequent systematic reviews of previously learned material where individual students are held accountable for maintaining previous leaming. A systematic review-and-maintenance program will help ensure that students always have the necessary prerequisite knowledge for future lessons. Expeclutions cnd Assessment A teacher with high expectations ensures that the tests measure objectives that have been taught and that the students have learned the material before being tested.

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