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Mathematics Curriculum in the US

As people compete in the modern century, they stand on the main changes threshold in the United States curriculum of mathematics education. This paper seeks to identify some of the main changes in the mathematic curriculum in the US and highlight how teachers will make some adjustments in their teaching styles to accommodate these drastic changes. Discussion An increasing anxiety in the US concerning the mathematics education state is evident. The challenge is evident in the poor USlearners’ performance on different global evaluations. People have assumed that they only require one established mathematical skill body in preparation of the twenty first century careers. This assumption has led to increased anxiety. The reality is; diverse mathematics skills sets are crucial foundation for various careers. Therefore, the current mathematics skills must be altered and reshaped to reflect such fact. The fundamental premises of this discussion is that mathematic curriculum in the United States is and has been undergoing drastic changes in the recent past and teachers must restructure the curriculum of mathematics in the United States - in terms of methods of teaching and the content of their teaching materials- to be competent and competitive in the modern world. Therefore, if students are to develop current mathematic knowledge and confidence in order to utilize that knowledge – and be individually and professionally competitive and competent in the 21st century - teachers and instructors have a crucial role to play in reshaping their tactic and techniques to fit and adjust to the constantly changing mathematic curriculum of the US. This restructuring entails a lot more than just inventing new teaching materials or retaining educators, (Russell, Corwin, Mokros, Friel & Stone, 1992). Similarly, changing some parts is insufficient, what is needed is a total reshaping or redesigning of the school content of mathematics curriculum, as well as the teaching methods. Some of the main changes in the US mathematic curriculum The crucial changes include first alterations in the mathematical operations requirements. As the US economy adapts to the current information era requirements, workforce in all sectors such as hotel secretaries and clerks, travel agents, mechanics of automobiles and many others should learn to explain and interpret competently modern IT controlled procedures. Various jobs presently need analytical and not peculiar mechanical knowledge and skills, therefore, all learners require increasingly mathematical intelligent in colleges as a preparation for such opportunities. In addition, the intensive utilization of financial, graphical, and statistical information in everyday magazines, and public media and debates demands increased quantitative literacy standards for efficient engagement in democratic community, (Russell, 1997). In the United States, there exists a shift towards the standards of common core, demanding an combined and an increasingly comprehensive mathematics curriculum. Even though, United States has witnessed a complete sample paper, it is clear that increasingly multi-dimensional queries will be extremely based on problem-solving standards, requiring the learners to utilize various skills to attain various solutions. Such a new move is increasingly encouraged, but from the perspective of teachers, such a change must be carefully introduced. To attain successful outcomes, the new questioning style must aid students realize where maths is applied in daily life. This is crucial chance to change the pseudocontext tradition of textbooks, whereby fake actual world samples contain a mathematical query. Common core evaluations and other functional knowledge present a crucial opportunity to indicate the mathematics
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