Laurel Robertson, Neil Davidson, and
Roberta L. Dees

In considering how best to prepare students for the challenges of the next
century, educators are changing the content of the mathematics curriculum
and the ways we teach it. We are moving from a focus on arithmetic and
computational skills toward a curriculum that develops students' abilities
to think, reason, and communicate mathematically. The goal is to help
students construct their conceptual understanding of mathematics, not just
memorize facts and rules.

The teaching of mathematics is likewise changing in order to meet these
new goals. Instead of teaching by telling or by demonstration, a blend of
instructional methodologies is recommended that includes individual and
group work and direct instruction. The focus is to provide frequent op-
portunities for students to explore and solve problems, individually and
with others; and to develop their mathematical skills in the context of this
exploration. The teacher is a facilitator of learning, guiding students' ex-
plorations, asking questions that extend their thinking, and encouraging
students to communicate their thinking. Direct instruction is provided as
the need emerges during this process.

The mathematics curriculum outlined by the National Council of Teach-
ers of Mathematics ( 1989) suggests standards for kindergarten through
grade twelve and lists content and strategies that should receive increased
or decreased attention, such as the following:

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