Model Competency-Based Mathematics Program.

Institution	Ohio State Dept. of Education, Columbus. Div. of Curriculum, Instruction, and Professional Development.
Titel	Model Competency-Based Mathematics Program.
Quelle	(1991), (201 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Recht; Algebra; Behavioral Objectives; Calculus; Competency Based Education; Curriculum Development; Data Analysis; Demonstration Programs; Educational Legislation; Elementary Secondary Education; Estimation (Mathematics); Evaluation Methods; Geometry; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Mathematics Skills; Measurement; Minimum Competencies; Patterns in Mathematics; Probability; Problem Solving; Program Evaluation; State Curriculum Guides; State Departments of Education; State School District Relationship; State Standards; Ohio + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auswertung; Bildungsrecht; Schulgesetz; Estimation; Mathematics; Schätzung; Geometrie; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Messverfahren; Fundamentum; Mindestwissen; Mathematische Struktur; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Problemlösen; Programme evaluation; Programmevaluation; Rahmenlehrplan; Kultusministerium; Staatliches Schulamt
Abstract	In 1983, the Ohio State Board of Education responded to the public's expectations for schools by adopting minimum standards requiring competency-based education in mathematics on a 5-year cycle, of each school district's competency-based education program; and to publish an annual report on competency-based education in Ohio. This document is the State Board of Education's response to that mandate. The document is separated into seven sections. The introduction discusses the notions of the model curriculum, performance objectives, approaches to assessment, suggested intervention services, reporting requirements, on-site evaluations, and the required annual report. This is followed by a brief statement of philosophy. The third section presents curriculum strands from kindergarten to grade 12 in the following content areas: (1) patterns, relations, and functions; (2) problem solving strategies; (3) numbers and number relations; (4) geometry; (5) algebra; (6) measurement; (7) estimation and mental computation; and (8) data analysis and probability. The fourth section lists the subject objectives listed by strands in the previous section by grade level from kindergarten through grade 8, and by course for grades nine through twelve. The fifth section describes the performance objectives including categories, critical objectives, and performance objectives for the ninth grade proficiency test. The sixth section discusses suggested intervention services, and the last section discusses the development of standardized tests to measure compliance with the competencies. (MDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC