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Reform mathematics is an approach to mathematics education, particularly in North America. It is based on principles explained in 1989 by the National Council of Teachers of Mathematics (NCTM). The NCTM document, Curriculum and Evaluation Standards for School Mathematics, attempted to set forth a vision for K-12 (ages 5-18) mathematics education in the United States and Canada. Their recommendations were adopted by many education agencies, from local to federal levels through the 1990s. In 2000, NCTM revised its standards with the publication of Principles and Standards for School Mathematics (PSSM). Like the first publication, these updated standards have continued to serve as the basis for many states' mathematics standards, and for many federally funded textbook projects. The first standards gave a strong call for a de-emphasis on manual arithmetic in favor of students' discovering their own knowledge and conceptual thinking. The PSSM has taken a more balanced view, but still emphasizes conceptual thinking and problem solving. Mathematics instruction in this style has been called ''standards-based mathematics''〔("Standards-Based Mathematics Curriculum Materials: A Phrase in Search of a Definition" ) By Paul R. Trafton, Barbara J. Reys, and Deanna G. Wasman〕 or ''reform mathematics''.〔(Reform Mathematics vs. the Basics )〕 ==Principles and standards== (詳細はnew math" of the 1960s and 1970s. The work of Piaget and other developmental psychologists was shifting the focus of mathematics educators from mathematics content to how children best learn mathematics. 〔 John A. Van de Walle, ''Elementary and Middle School Mathematics: Teaching Developmentally'' Longman, 2001, ISBN 0-8013-3253-2〕 The National Council of Teachers of Mathematics summarized the state of current research with the publication of Curriculum and Evaluation Standards in 1989 and Principles and Standards for School Mathematics in 2000, bringing definition to the reform movement in North America.〔See Van Hiele model for an example of research that influenced the NCTM Standards.〕 Reform mathematics curricula challenge students to make sense of new mathematical ideas through explorations and projects, often in real contexts. 〔 Reform texts emphasize written and verbal communication, working in cooperative groups, making connections between concepts, and connections between representations. By contrast, "traditional" textbooks emphasize procedural mathematics and provide step-by-step examples with skill exercises. Traditional mathematics focuses on teaching algorithms that will lead to the correct answer. Because of this focus on application of algorithms, the traditional math student must always use the specific method that is being taught. This kind of algorithmic dependence is de-emphasized in reform mathematics.〔(The NCTM Calls it "Math" )〕 Reformers do not oppose correct answers, but prefer to focus students' attention on the process leading to the answer, rather than the answer itself. The presence of occasional errors is deemed less important than the overall thought process. Research has shown that children make fewer mistakes with calculations and remember algorithms longer when they understand the concepts underlying the methods they use. In general, children in reform classes perform at least as well as children in traditional classes on tests of calculation skill, and considerably better on tests of problem solving.〔 〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「reform mathematics」の詳細全文を読む スポンサード リンク
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