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Unformatted text preview: Analysis of the Intended Mathematics Curriculum as Represented in StateLevel Standards: Consensus or Confusion? Barbara J. Reys Center for the Study of Mathematics Curriculum The intended curriculum: What mathematics should students learn and when should they learn it? No Child Left Behind (2001) Each state is required to: adopt challenging academic content standards that will be used by the State, its local educational agencies, and its schools. measure the achievement of students in mathematics against the standards in each of grades 3 through 8. Prior to NCLB, many states did not have curriculum standards that specified mathematics that students should learn (and what teachers should teach) at each grade level. Publication of StateLevel Mathematics Curriculum Standards (as of May 2006) 2006 4 states 2005 9 states 2004 13 states 2003 8 states 2002 4 states 2001 4 states 2000 2 states pre2000 7 states (FL, 1999) Increased Specificity, Authority, and Influence For many states, their most recent curriculum standards represent increased specificity of learning expectations compared to previous standards. The standards carry additional “weight” or influence since they are tied to NCLBmandated annual assessments in grades 38. Teachers and state department leaders acknowledge the increased influence of state standards in determining curriculum focus at the classroom level. http://www.mathcurriculumcenter.org/states.php • GLE documents describe mathematics learning expectations for specific grades • 42 states have GLE documents – Most common grades: K8 (37 states) – Others: K7, 38 or 310 (5 states) GradeLevel Learning Expectations (GLEs) To what extent are the elementary and middle (K8) gradelevel learning expectations described in statelevel mathematics curriculum standards similar in terms of content and grade placement? Analysis of State GLEs • Elementary and middle school documents produced by 42 states. • Not a comprehensive analysis. • Not evaluative. • Descriptive. • Chose particular topics within specific strands for analysis (number, algebra, reasoning). • Utilized an “organic” or bottomup approach with “learning expectations” as the unit of analysis. Differences in GLE Documents • Organization of GLEs • Language used to describe learning expectations. • Level of specificity or grain size of learning expectations. • Grade placement of key topics. Example of Variation of GLEs (Basic Number Combinations) • Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory. (CA, gr. 1) • States and uses with efficiency and accuracy basic addition facts with sums from 0 to 20 and corresponding subtraction facts. (KS, gr. 2) • Recalls (from memory) the addition facts and corresponding subtraction facts. (FL, gr. 2) • Recall basic addition and subtraction facts through 18....
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 Winter '08
 Staff
 Math, Elementary arithmetic, Educational years, GLE Documents

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