"미국의 수학 교육"의 두 판 사이의 차이

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* http://www.washingtonexaminer.com/what-exactly-are-the-common-core-standards/article/2571199
 
* http://www.washingtonexaminer.com/what-exactly-are-the-common-core-standards/article/2571199
 
* “With Common Core, Fewer Topics but Covered More Rigorously - NYTimes.com.”http://www.nytimes.com/2013/09/03/science/fewer-topics-covered-more-rigorously.html?_r=0.
 
* “With Common Core, Fewer Topics but Covered More Rigorously - NYTimes.com.”http://www.nytimes.com/2013/09/03/science/fewer-topics-covered-more-rigorously.html?_r=0.
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* 커먼코어의 첫 문단
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<blockquote>
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For over a decade, research studies of mathematics education in high-performing
 +
countries have pointed to the conclusion that the mathematics curriculum in the
 +
United States must become substantially more focused and coherent in order to
 +
improve mathematics achievement in this country. To deliver on the promise of
 +
common standards, the standards must address the problem of a curriculum that
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is “a mile wide and an inch deep.” These Standards are a substantial answer to that
 +
challenge.
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</blockquote>
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<blockquote>
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The composite standards [of Hong Kong, Korea and Singapore] have a number
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of features that can inform an international benchmarking process for the
 +
development of K–6 mathematics standards in the U.S. First, the composite
 +
standards concentrate the early learning of mathematics on the number,
 +
measurement, and geometry strands with less emphasis on data analysis and
 +
little exposure to algebra. The Hong Kong standards for grades 1–3 devote
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approximately half the targeted time to numbers and almost all the time
 +
remaining to geometry and measurement.
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— Ginsburg, Leinwand and Decker, 2009
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</blockquote>
  
 
===인물===
 
===인물===

2015년 9월 17일 (목) 05:05 판

a mile wide and an inch deep

What does a focused and rigorous curriculum look like in the top achieving countries? The number of topics that children are expected to learn at a given grade level is relatively small, permitting a thorough and deep coverage of each topic. For example, nine topics are the average number intended in the second grade. The US by contrast expects second grade teachers to cover twice as many mathematics topics. The result is a characterization of the US curriculum as a mile wide and an inch deep.

Common Core math standards

개요

For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that is “a mile wide and an inch deep.” These Standards are a substantial answer to that challenge.

The composite standards [of Hong Kong, Korea and Singapore] have a number of features that can inform an international benchmarking process for the development of K–6 mathematics standards in the U.S. First, the composite standards concentrate the early learning of mathematics on the number, measurement, and geometry strands with less emphasis on data analysis and little exposure to algebra. The Hong Kong standards for grades 1–3 devote approximately half the targeted time to numbers and almost all the time remaining to geometry and measurement. — Ginsburg, Leinwand and Decker, 2009

인물

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메모

  • The Next Generation Science Standards
  • Schmidt, William H., and Richard T. Houang. “Curricular Coherence and the Common Core State Standards for Mathematics.” Educational Researcher 41, no. 8 (November 1, 2012): 294–308. doi:10.3102/0013189X12464517.

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