Implementing the National Council of Teachers of Mathematics Standards: A slow process

dc.creator	Joseph M. Furner
dc.date	2011-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:29Z
dc.date.available	2015-07-20T22:22:29Z
dc.identifier	10.4102/pythagoras.v33i5.131
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/b7f71a59c11347cf943945732cc8cd55
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20685
dc.description	The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 &amp; 2000). The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers. An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was that teachers who are recent graduates of teacher education programmes may have more training on the NCTM Standards. Although there were no statistically significant differences between the two groups, this study did support the expectation. Current training with in-service teachers shows that many of the teachers are familiar with neither the National Council of Teachers of Mathematics nor their Standards. It seems then from this study that the implementation process of the NCTM Standards, and perhaps any standards or best practices and new curriculum implementation, is very sluggish.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/131
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 33, Iss 5, Pp 46-56 (2011)
dc.subject	techer knowledge
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Implementing the National Council of Teachers of Mathematics Standards: A slow process
dc.type	article