Peer reviewedERIC Number: EJ456387
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education.
Apple, Michael W.
Journal for Research in Mathematics Education, v23 n5 p412-31 Nov 1992
Discusses the ideological and social grounding and effects of the NCTM's "Curriculum and Evaluation Standards for School Mathematics" and "Professional Standards for Teaching Mathematics." Includes issues regarding the financial crisis in education, inequality in schools, the possibilities and limitations of a mathematics curriculum grounded in students' experiences, and the complicated realities of teachers' lives. (49 references) (Author/MDH)
Descriptors: Economic Factors, Educational Change, Educational Equity (Finance), Educational Opportunities, Elementary Secondary Education, Equal Education, Mathematical Applications, Mathematics Education, Mathematics Teachers, Political Influences, Racial Factors, Social Influences, Social Status, Teacher Role, Work Environment
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
