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Standards-based mathematics: a vision for pre-college mathematics education in the United States and Canada, focused on deepening student understanding of mathematical ideas and procedures, and formalized by the National Council of Teachers of Mathematics which created the Principles and Standards for School Mathematics.
The general consensus of large-scale studies that compare traditional mathematics with reform mathematics is that students in both curricula learn basic skills to about the same level as measured by traditional standardized tests, but the reform mathematics students do better on tasks requiring conceptual understanding and problem solving. [3]
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
The CESSM de-emphasised manual arithmetic in favor of students developing their own conceptual thinking and problem solving. The PSSM presents a more balanced view, but still has the same emphases. Mathematics instruction in this style has been labeled standards-based mathematics [1] or reform mathematics. [2]
Mathematics Teacher: Learning and Teaching PK-12. According to the NCTM, this journal "reflects the current practices of mathematics education, as well as maintaining a knowledge base of practice and policy in looking at the future of the field. Content is aimed at preschool to 12th grade with peer-reviewed and invited articles."
However, in practice, mathematicians are typically grouped with scientists, and mathematics shares much in common with the physical sciences. Like them, it is falsifiable , which means in mathematics that, if a result or a theory is wrong, this can be proved by providing a counterexample .
Modern elementary mathematics is the theory and practice of teaching elementary mathematics according to contemporary ... and conceptual understanding of elementary ...
Thus Hilbert is insisting that mathematics is not an arbitrary game with arbitrary rules; rather it must agree with how our thinking, and then our speaking and writing, proceeds. [11] We are not speaking here of arbitrariness in any sense. Mathematics is not like a game whose tasks are determined by arbitrarily stipulated rules.