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This volume represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculumstandards published as of May 2005.The volume documents the varied grade-level mathematics curriculum expectations in the U.S. and highlights a general lackof consensus across states. As states continue to work to improve learning opportunities for all students this report can serve asa useful summary to inform future curriculum decisions. The report is also intended to stimulate discussion at the nationallevel regarding roles and responsibilities of national...

This volume represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. The volume documents the varied grade-level mathematics curriculum expectations in the U.S. and highlights a general lack of consensus across states. As states continue to work to improve learning opportunities for all students this report can serve as a useful summary to inform future curriculum decisions. The report is also intended to stimulate discussion at the national level regarding roles and responsibilities of national...

Mathematics curriculum has long been a topic of keen interest in mathematics education and remains a central issue in efforts to improve mathematics learning opportunities for students.
This Yearbook continues in a long line of NCTM Yearbooks that have addressed various facets of the changing mathematics curriculum. Although some factors such as tradition can inhibit significant change, other factors such as policy (e.g., federal No Child Left Behind legislation), societal needs (mathematically literate graduates), and technological advances (computer software, calculators) foster and...

Many phenomena have shaped mathematics education over the past five decades, including the "new math," "back to basics," and standards movements, as well as rapidly advancing technology. Throughout his career, Zalman Usiskin witnessed, participated in, and responded to these developments, reaching teachers, mathematics educators, and the international education community. Few have had Usiskin's talent and willingness to offer opinions and guidance to inform improvement efforts in school mathematics. Currently professor emeritus, University of Chicago, Usiskin devoted a significant portion of...