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The Cyclical Relationship Between Research and Standards: The Case of Principles and Standards for School Mathematics
Author(s) -
Martin W. Gary,
Berk Dawn
Publication year - 2001
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2001.tb17964.x
Subject(s) - reform mathematics , national science education standards , mathematics education , math wars , connected mathematics , interactive mathematics program , core plus mathematics project , point (geometry) , academic standards , learning standards , everyday mathematics , pedagogy , mathematics , political science , psychology , higher education , comparative education , curriculum , geometry , law
The link between standards and research may not be clearcut. However, in this article the authors argue that there is a notable relationship between standards and research, one that is cyclical in nature. Using the standards for school mathematics developed by the National Council of Teachers of Mathematics (NCTM) as a case in point, the authors examine how NCTM's standards have influenced the agenda for mathematics education research and stimulated research on the impact of those standards. In turn, this and other research played a significant role in the development of NCTM's new Principles and Standards for School Mathematics . The authors conclude with a discussion of ways in which the Principles and Standards may continue this cyclical relationship in coming years, potentially promoting investigation of new research areas and systematic research on the impact of standards.