Document Number: 5692Are the NCTM Standards Reaching All Students? - This paper examines mathematics achievement among 4th, 8th and 12th graders, comparing African American and white students from high and low socioeconomic status (SES). Despite recent mathematics achievement increases, race- and SES-related gaps persist. While some classroom experiences were consistent with the National Council of Teachers of Mathematics (NCTM) Standards – group work and manipulative use – other aspects of mathematics instruction – the role of calculators, type of assessment used and teacher emphasis on reasoning – were found to correlate with both SES and race. NCTM Standards are being implemented more frequently for white, middle-class students. More effort is needed to enhance the mathematical problem-solving skills of lower-SES and African American students. (Sarah Theule Lubienski, Iowa State University, April 2001)...
Related IssuesMinority/Diversity Issues