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Committees and Reports that Have
Influenced the Changing Mathematics
Curriculum
This set of PowerPoint slides is one of a series of resources
produced by the Center for the Study of Mathematics
Curriculum. These materials are provided to facilitate greater
understanding of mathematics curriculum change and
permission is granted for their educational use.
Overview and Analysis of School
Mathematics Grades K-12
National Advisory Committee on
Mathematical Education (NACOME) •
1975
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http://www.mathcurriculumcenter.org
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Issues and Forces
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Unprecedented change over the period 1950-1970 in mathematics
education
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Mounting criticism of the formalism and lack of applications in school
mathematics programs
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Controversy over conflicting reports of student achievement
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Public perception that “new math” was a failure
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Emergence of a back-to-basics movement and a return to traditional
direct instruction practices based on behavioral objectives
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Emergence of hand-held calculators
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Growing accessibility of computers
•
Reduction in government funding for educational development and
dissemination
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National Advisory Committee
on Mathematical Education
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Shirley Hill, Chair, University of Missouri
Robert Dilworth,California Institute of Technology
James Gray, St. Mary’s University
John Kelley, University of California
Peggy Neal, Hilsman Middle School, GA
Jack Price, San Diego City Schools, CA
Rheta Rubenstein, Murray-Wright High School, MI
James Fey, University of Maryland
Truman Botts, CBMS
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Goals of NACOME
• Describe the predominant American patterns of
mathematics curriculum content and instructional
practice.
• Summarize what research says about the
effectiveness of current programs.
• Make recommendations for research and
development activities needed to meet challenges
facing mathematics education.
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NACOME Report Chapters
1. Mathematics Curriculum Reform 1955-1975
2. Current Programs and Issues
3. Patterns of Instruction
4. Teacher Education
5. Evaluation
6. Recommendations and Perspectives
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NACOME Findings
 “New math” was not a monolith—but provided a
range of programs and approaches.
 On standardized tests of student achievement, “new
math” and traditional curricula groups performed at
about the same level.
 “New math” was fundamentally sound and had
lasting positive effects.
 “New math” failed to effectively change instructional
methods.
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NACOME Policy Recommendations
Offered in Six Areas
1. Anti-Dichotomy
2. Quality Education
3. Curriculum Content
4. Teacher Education
5. Affective Domain
6. Evaluation
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Anti-Dichotomy
Avoid false dichotomies. School mathematics
programs should provide a balance among:
 Old and new mathematics
 Skills and concepts
 Concrete and abstract
 Intuition and formalism
 Structure and problem solving
 Induction and deduction
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Quality Education
Recommendations included:
 A comprehensive mathematics education must be
available to all students—regardless of gender, race,
or national origin.
 Minimum skills should not become ceilings of
performance.
 Mathematics teachers need to be able to select
teaching styles and materials consistent with the
needs of their students.
 Mathematics teachers should have the support of
resource specialists in curriculum and instruction.
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Curriculum Content
Recommendations included:
 Logical structure should be maintained as a framework
for curriculum and instruction.
 Abstract ideas should be based on concrete
experiences.
 By 8th grade, a calculator should be available for
students in mathematics classes.
 More curricular attention be given to
– applications of mathematics;
– effective utilization of technology ;
– implementation of the metric system;
– inclusion of statistics and probability.
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Teacher Education
Recommendations included:
 MAA and NCTM should develop a united position on
requirements for pre-college teacher education.
 Teacher education should emphasize development of:
– Reasoning and problem-solving abilities and methods to
develop these abilities in students.
– Abilities to make informed curricular decisions and
participate realistically and effectively in emerging trends.
– Skills in teaching effective use of calculators and computers.
– Appreciation of the uses and importance of mathematics and
statistics in our world.
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Affective Domain
Recommendations included:
 Attitudes and beliefs of students/parents/community
about mathematics are important and should be
considered in programmatic planning.
 Research should include the “affective domain” of
mathematics.
 More appropriate and sensitive instruments to assess
the affective domain should be developed.
 Action should be taken to dispel the notion that
mathematics is more of a subject for males than
females.
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Evaluation
Recommendations included:
 Tests and evaluation instruments should be aligned
with the mathematics program goals.
 Grade-level student performance scores on
standardized tests should be abandoned.
 More attention should be given to the development of
objective-directed rather than norm referenced tests.
 Test development should minimize potential cultural
bias.
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NACOME Recommendations
for Research and Development
Offered in Three Areas
1. Needed Research
2. Needed Information
3. Needed Curriculum Development
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Needed Research
Areas for research focus included:
 Identification of characteristics of effective teaching
 Comparative studies of programs offering different
curriculum organizations, methods, and materials
 Continuing research on development of attitude and
motivation and their relationship to achievement
 Studies of the effects of computer and calculator use
at all levels
 Evaluation of applications-oriented programs
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Needed Information
 Classroom practice
 Program requirements and practices of teacher
preparation programs
 Needs for in-service education
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Needed Curriculum Development
Curricular revision or reorganization and instructional materials to
address:
 Use and increasing significance of calculators and
computers
 Increasing use of the metric system
 Integration of statistical ideas at all levels
 Computer literacy (at the junior high school) and
computer science (at the high school)
 Development of process abilities such as problem
solving and critical thinking
 A rethinking of geometry in the K-12 mathematics
program
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Significance of NACOME
 Affirmed “new math” was not a failure but was
fundamentally sound and had lasting positive effects.
 Provided valuable suggestions/recommendations to
improve the overall quality of school mathematics in terms
of curricular content, pedagogy, and evaluation.
 Provided both a stimulus and direction for future
documents, such as the Agenda for Action.
 Influenced funding priorities of federal agencies
supporting research in mathematics education.
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References
Conference Board of the Mathematical Sciences. (1975).
National Advisory Committee on Math Education— Overview
and analysis of school mathematics grades K-12.
Hill, S. (1976). Issues from the NACOME Report. Mathematics
Teacher, 69(6), 440-446.
Kline, M. (1976). NACOME: Implications for curriculum design.
Mathematics Teacher, 69(6), 449-457.
Taylor, R. (1976). NACOME: Implications for teaching K-12.
Mathematics Teacher, 69(6), 458-463.
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