Chapter 13: Issues of Implementation: : Making Mathematics Accessible to All Learners

Because the curriculum programs funded by the National Science Foundation (NSF) were developed to reflect the vision of the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989), lessons in the curricula are characterized by an increased use of problem solving, reasoning, and communication. There is an expectation that students will be able to do such processes as analyzing the problem, selecting solution strategies, making generalizations, and explaining (in writing and orally) how and why they solved a problem in a particular manner. Collectively these expectations mean more higher-level thinking and more reading, writing, speaking, and listening on the part of students. It is not surprising that questions have been raised about how to effectively teach such a lesson with the range of learners in any given classroom. For example, how can English language learners be appropriately engaged without becoming frustrated? How do curricula meet the needs of struggling learners and also challenge the gifted students?