This review guide, prepared as an aid to teachers of Course III, starts with a pre-test review of Course II topics found again in Course III. The five units of Course III, as outlined in the New York State Syllabus, are then separated into nine smaller units. These include: real numbers; complex numbers; functions; logarithms; trigonometry;…

Assessment of Baseline Curriculum (ABC Tests) is a locally developed objectives-referenced assessment system that matches the Dallas Independent School System's Baseline Curriculum. Designed for instructional use and not for accountability, a major purpose of the ABC Test is to measure student attainment of objectives in the Mathematics and…

This publication provides a basic list of mathematical standards for the State of Louisiana, and indicates at which point each skill should be introduced and mastered in grades 1 through 10. At designated mastery points, students will be expected to respond satisfactorily to criterion-referenced test items designed to assess performance on the…

This report, prepared for and published by the Mathematical Association of America's Committee on the Teaching of Undergraduate Mathematics, includes a description of the state of the art on problem solving, lists available resources, and makes recommendations regarding the place of problem solving in the college curriculum and ways to teach it.…

This book is a methods book to help teachers guide children to develop ideas and relationships about mathematics. The methods and activities are designed to get children mentally involved in the construction of those ideas and relationships. Chapter 1 discusses what it means to teach mathematics and suggests some of the important variables shaping…

This book was written to help teachers to plan and implement an effective multiplication-division basic fact program. When it is determined that children have gained an adequate concept for an operation, the next long-range goal is fact memorization. Children need to respond quickly and correctly to number facts and retain this learning over time.…

This digest reviews the National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards for School Mathematics." Topics summarized are: (1) rationale; (2) underlying assumptions; (3) five goals for students; (4) framework for curriculum; (5) standards for each grade cluster; (6) standards for general assessment, student…

The high percentage of eighth grade students failing the school district's criterion referenced mathematics test was addressed by the implementation of an instructional alignment program. Program goals included test mastery by 75 percent of the targeted population, establishment of practical significance for the approach, and a reduction in test…

Many school staff and their client communities are concerned about pupil achievement, skills, and attitudes related to mathematics. To respond to these concerns, staff need to determine how they can improve their elementary mathematics programs by modifying the content and skills emphasized in the curriculum, changing and supplementing…

Many school staff and their client communities are concerned about pupil achievement, skills, and attitudes related to mathematics. To respond to these concerns, staff need to determine how they can improve their secondary mathematics programs by modifying the content and skills emphasized in the curriculum, changing and supplementing…

This document provides research-based information to help school district personnel select appropriate mathematics education programs for their limited English proficient (LEP) elementary school students. A review of the mathematics education literature is discussed in the context of the reform movement in school mathematics. Two instructional…

The Comprehensive Instructional Management System (CIMS) Mathematics project is a teacher-developed mathematics curriculum for kindergarten through grade seven. The 1988-89 evaluation focused on (1) the operation and impact of the program in sample of five districts, chosen to provide diverse models of the computer management system, (2) the…

Data on how many minutes of instruction were allocated to various aspects of teaching initial addition and subtraction concepts and skills in the Developing Mathematical Processes (DMP) curriculum were summarized for 20 classrooms in grades 1-3. The same curriculum materials were used in each class at each grade level. The number of minutes spent…

The activities in this workbook are designed to provide pupils with practice in mastering the performance objectives of the Comprehensive Instructional Management System in mathematics for Level 4, Part 1, in New York City schools. It follows the sequence of the teacher's manual, with the objective number listed on each page. Over 85 performance…

The activities in this workbook are designed to provide pupils with practice in mastering the performance objectives of the Comprehensive Instructional Management System in mathematics for Level 4, Part 2, in New York City schools. It follows the sequence of the teacher's manual, with the objective number listed on each page. Over 80 performance…