1. 1 This resource was developed by CSMC faculty and doctoral students with support from the National Science Foundation under Grant No. ESI-0333879. The opinions and information provided do not necessarily reflect the views of the National Science Foundation. 3-16-05

2. 2 This set of PowerPoint slides is one of a series of resources produced by the Center for the Study of Mathematics Curriculum. These materials are provided to facilitate greater understanding of mathematics curriculum change and permission is granted for their educational use. Overview and Analysis of School Mathematics Grades K-12 http://www.mathcurriculumcenter.org Committees and Reports that Have Influenced the Changing Mathematics Curriculum National Advisory Committee on Mathematical Education (NACOME) 1975

3. 3 Issues and Forces Unprecedented change over the period 1950-1970 in mathematics education Mounting criticism of the formalism and lack of applications in school mathematics programs Controversy over conflicting reports of student achievement Public perception that “new math” was a failure Emergence of a back-to-basics movement and a return to traditional direct instruction practices based on behavioral objectives Emergence of hand-held calculators Growing accessibility of computers Reduction in government funding for educational development and dissemination

4. 4 National Advisory Committee on Mathematical Education Shirley Hill, Chair, University of Missouri Robert Dilworth,California Institute of Technology James Gray, St. Mary’s University John Kelley, University of California Peggy Neal, Hilsman Middle School, GA Jack Price, San Diego City Schools, CA Rheta Rubenstein, Murray-Wright High School, MI James Fey, University of Maryland Truman Botts, CBMS

5. 5 Goals of NACOME Describe the predominant American patterns of mathematics curriculum content and instructional practice. Summarize what research says about the effectiveness of current programs. Make recommendations for research and development activities needed to meet challenges facing mathematics education.

6. 6 NACOME Report Chapters 1. Mathematics Curriculum Reform 1955-1975 2. Current Programs and Issues 3. Patterns of Instruction 4. Teacher Education 5. Evaluation 6. Recommendations and Perspectives

7. 7 NACOME Findings  “New math” was not a monolith—but provided a range of programs and approaches.  On standardized tests of student achievement, “new math” and traditional curricula groups performed at about the same level.  “New math” was fundamentally sound and had lasting positive effects.  “New math” failed to effectively change instructional methods.

8. 8 NACOME Policy Recommendations Offered in Six Areas 1. Anti-Dichotomy 2. Quality Education 3. Curriculum Content 4. Teacher Education 5. Affective Domain 6. Evaluation

9. 9 Anti-Dichotomy Avoid false dichotomies. School mathematics programs should provide a balance among:  Old and new mathematics  Skills and concepts  Concrete and abstract  Intuition and formalism  Structure and problem solving  Induction and deduction

10. 10 Quality Education Recommendations included:  A comprehensive mathematics education must be available to all students—regardless of gender, race, or national origin.  Minimum skills should not become ceilings of performance.  Mathematics teachers need to be able to select teaching styles and materials consistent with the needs of their students.  Mathematics teachers should have the support of resource specialists in curriculum and instruction.

11. 11 Curriculum Content Recommendations included:  Logical structure should be maintained as a framework for curriculum and instruction.  Abstract ideas should be based on concrete experiences.  By 8th grade, a calculator should be available for students in mathematics classes.  More curricular attention be given to –applications of mathematics; –effective utilization of technology ; –implementation of the metric system; –inclusion of statistics and probability.

12. 12 Teacher Education Recommendations included:  MAA and NCTM should develop a united position on requirements for pre-college teacher education.  Teacher education should emphasize development of: – Reasoning and problem-solving abilities and methods to develop these abilities in students. – Abilities to make informed curricular decisions and participate realistically and effectively in emerging trends. – Skills in teaching effective use of calculators and computers. – Appreciation of the uses and importance of mathematics and statistics in our world.

13. 13 Affective Domain Recommendations included:  Attitudes and beliefs of students/parents/community about mathematics are important and should be considered in programmatic planning.  Research should include the “affective domain” of mathematics.  More appropriate and sensitive instruments to assess the affective domain should be developed.  Action should be taken to dispel the notion that mathematics is more of a subject for males than females.

14. 14 Evaluation Recommendations included:  Tests and evaluation instruments should be aligned with the mathematics program goals.  Grade-level student performance scores on standardized tests should be abandoned.  More attention should be given to the development of objective-directed rather than norm referenced tests.  Test development should minimize potential cultural bias.

15. 15 NACOME Recommendations for Research and Development Offered in Three Areas 1.Needed Research 2.Needed Information 3.Needed Curriculum Development

16. 16 Needed Research Areas for research focus included:  Identification of characteristics of effective teaching  Comparative studies of programs offering different curriculum organizations, methods, and materials  Continuing research on development of attitude and motivation and their relationship to achievement  Studies of the effects of computer and calculator use at all levels  Evaluation of applications-oriented programs

17. 17 Needed Information  Classroom practice  Program requirements and practices of teacher preparation programs  Needs for in-service education

18. 18 Needed Curriculum Development Curricular revision or reorganization and instructional materials to address:  Use and increasing significance of calculators and computers  Increasing use of the metric system  Integration of statistical ideas at all levels  Computer literacy (at the junior high school) and computer science (at the high school)  Development of process abilities such as problem solving and critical thinking  A rethinking of geometry in the K-12 mathematics program

19. 19 Significance of NACOME  Affirmed “new math” was not a failure but was fundamentally sound and had lasting positive effects.  Provided valuable suggestions/recommendations to improve the overall quality of school mathematics in terms of curricular content, pedagogy, and evaluation.  Provided both a stimulus and direction for future documents, such as the Agenda for Action.  Influenced funding priorities of federal agencies supporting research in mathematics education.

20. 20 References Conference Board of the Mathematical Sciences. (1975). National Advisory Committee on Math Education— Overview and analysis of school mathematics grades K-12. Hill, S. (1976). Issues from the NACOME Report. Mathematics Teacher, 69(6), 440-446. Kline, M. (1976). NACOME: Implications for curriculum design. Mathematics Teacher, 69(6), 449-457. Taylor, R. (1976). NACOME: Implications for teaching K-12. Mathematics Teacher, 69(6), 458-463.