The National Council of Teachers of Mathematics (NCTM) has offered a vision of math reform in a set of standards for curriculum, evaluation, teaching, and assessment for K-12 mathematics. Can these standards be linked to school-to-work reforms? The authors studied four promising programs which are working to bridge the two movements. A framework for linking the NCTM Standards to curriculum featuring math in realistic contexts is offered. As the authors discovered, this linkage is best understood as a far-reaching enterprise involving restructuring of curriculum, instruction, assessment, and, ultimately, organizational changes which can support more active collaboration efforts between instructors.
MDS-922 / December 1997
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