Transcript prism_slides - Center for the Study of Mathematics Curriculum

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Committees and Reports that Have Influenced
the Changing Mathematics Curriculum
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.
Priorities for School Mathematics
PRISM
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Priorities in School Mathematics:
Executive Summary of the PRISM Project
National Council of Teachers of Mathematics
1981
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Priorities in School Mathematics
PRISM
Funded by the National Science Foundation 1977
Final Report Published 1981
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Forces at Work
• Criticism and backlash to the ‘modern mathematics’ era.
• Strong movement toward basics in mathematics that
focused on skill development.
• Advancement in technologies and questions about their
implications for school mathematics.
• Lack of research data regarding current beliefs and
potential reactions to possible curricular changes among
various populations.
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PRISM Project Staff
Alan Osborne, The Ohio State University, Project
Director
Staff:
Jon Higgins, The Ohio State University
Peggy Kasten, The Ohio State University
Marilyn Suydam, The Ohio State University
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Surveys were constructed to assess
preferences for
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Alternative content topics
Instructional goals
Necessary resources to support teaching/learning
Methods of instruction
Provisions for particular groups of students
Ways of using calculators
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Surveys were constructed to assess priorities
for
• Curricular change
• Methods of addressing problems in mathematics
education
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Mail surveys were sent to these groups
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Subscribers to the Arithmetic Teacher
Subscribers to the Mathematics Teacher
Junior college mathematics teachers
Mathematicians
Supervisors of mathematics
Principles of elementary/secondary schools
Presidents of school-boards &parent teacher
organizations
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Specific strands addressed in the survey
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Fractions/Decimals
Algebra
Whole numbers
Geometry
Probability and statistics
Ratio, proportion & percent
Problem solving
Measurement
Computer literacy
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Some results from the survey
• Problem solving was overwhelming supported by
all sample populations.
• Probability and statistics although deemed
necessary for mathematical literacy in being able
to handle and interpret data, was a source of
conflicting views between the sample populations.
• Use of calculators in the classroom was generally
well received by all populations; however many
wanted to restrict the use of calculators.
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Some results from the survey
• Mental computation and estimation skill was strongly
supported as a goal by the populations, but few current text
materials contained work on estimation.
• Pre-service and In-service teacher training was seen as the
most efficient method of implementing curricular change.
• Extremes in curricular practice were not well received.
• Computer literacy was well supported as an important goal
of mathematics education, especially by the lay samples.
• Requiring mathematics for all students, beyond basic
arithmetic was not uniformly supported.
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Significance of the PRISM Report
• Made available a large data base that reflected
preferences and priorities on mathematics education
from different perspectives.
• Provided data to support the NCTM initiative to make
problem solving a priority for the 1980s.
• Helped to shape and support the recommendations
put forth in the NCTM Agenda for Action.
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References
• Osborne, A. (1980). The NCTM PRISM Project: Attempt to
make curriculum change more rational and systematic, Edited
by R. Morris in Studies in Mathematics Education, pp. 119132, France: UNESCO, Inc.
• Priorities in School Mathematics: Executive Summary of the
PRISM Project (1981). Reston, VA: National Council of
Teachers of Mathematics.
• Suydam, M. & Higgins, J. (1980). PRISM: Shedding light on
NCTM’s recommendations for the 1980s, Mathematics
Teacher, 73(9), 646-647, (December).
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