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1.1

Reform in Mathematics Education

In the second part of the 20th century, a movement dubbed "reform in mathematics
education" emerged with the intention of improving and modernising mathematics
education. Rather than emphasising procedural fluency and rote memorization, this method
emphasises problem-solving, critical thinking, conceptual grasp, and practical applications.
(Boaler, 2002). Reformers advocate for a more student-centered method where students
actively explore and learn mathematical concepts. Reform-based mathematics education
prioritises, among other things, conceptual understanding and reasoning.

- Combining many representations and approaches to problem-solving.

- Making use of group learning and exploration.

-The application of technology to enhance learning possibilities.

Back-to-Basics Approach
The movement known as "back-to-basics" advocates going back to the traditional ways of
teaching mathematics and gained momentum in response to concerns about declining
academic attainment and perceived shortcomings of reform-based methods.
(Kilpatrick,2001). This approach emphasises mastering procedural algorithms, computation,
and memorising of math facts as well as the foundations of arithmetic. The back-to-basics
approach's proponents contend that an organised, teacher-led instructional paradigm that
promotes practice, repetition, and direct instruction is required to ensure that students
have learned the fundamental concepts before moving on to more difficult subjects.

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 2

2.1. Principles (Guiding Principles/Essential Elements) for School

Mathematics

Principles and Standards for Principles to Actions (Ensuring Relationship

School Mathematics (PSSM) of
2000
- The five Process Standards that
PSSM suggested are problem solving,
reasoning and proof, communication,
connections, and representation.
-These standards emphasised the
value of students engaging in active
mathematical practices and making
connections between mathematical
concepts.
- The five fundamental ideas that
made up the Content Standards were
measurement, algebra, geometry,
number and operations, and
probability and data analysis.
Mathematical Success for All)
of 2014
- Principles to actions add a set of
Teaching Practices that are in line
with the eight Mathematical
Teaching Practices included in the
Common Core State Standards for
Mathematics (CCSSM), building on
the groundwork established by
PSSM.
-Using and connecting mathematical
representations, facilitating
meaningful mathematical discourse,
implementing tasks that encourage
reasoning and problem solving, and
setting goals for mathematics are
some of these approaches.
- Principal to actions is basically a
development of the concepts
discussed in PSSM. Although PSSM
established the groundwork by
emphasising content and process
standards, Principle to action builds
on these concepts by providing
specific teaching strategies and
classroom management approaches.
- Building on the core concepts of
PSSM, principle to action integrates
current research and best practices
in mathematics education.

- The journal advocates for high-

quality mathematics instruction for
all students, regardless of
background or skill level, with an
emphasis on equity and access.

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 2.2 Mathematics Teaching Practices

Principles and Standards for Principles to Actions (Ensuring Relationship

School Mathematics (PSSM),
2000
- PSSM placed a high priority on broad
Process Standards that emphasised
connections, reasoning, problem-
solving, and representation while also
encouraging student participation.
- The pamphlet provided general
advice on effective teaching strategies
even if it lacked particular strategies
or practices.
Mathematical Success for All),
2014
- Principles to Actions provide more
detailed advice on efficient teaching
techniques for teachers through its
eight Mathematical Teaching
Practices.
- Using and connecting
mathematical representations
-facilitating meaningful
mathematical discourse
- implementing tasks that encourage
reasoning and problem solving
- Setting goals for mathematics.
- PTA provides more detailed and
targeted tactics for use in the
classroom, building on the teaching
practices covered in PSSM.
- The teaching strategies described
in PTA are in line with current
standards, such as the Common
Core State Standards for
Mathematics (CCSSM), and they
take into account the most recent
findings regarding efficient maths
education.

2.3 Relationship and/or Position(s) to Each Other in the U.S.A

- PSSM established the foundation for the early 21st-century reform of mathematics
education in the United States by highlighting the significance of process standards, content
standards, and active student participation.
- PTA updates guidelines on best practices for instruction while focusing on equity and
access for all children, building on the groundwork laid by PSSM.
- Both books are considered to be highly significant in the subject of mathematics education
in the United States and have influenced instructional practices, teacher preparation
programmes, and curriculum development nationwide.

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3.1 The principles comparison

Aspect NCTM's Principles Mathematics CAPS Motivation

to Actions (2014) (2011)
Equity prioritises equity and Acknowledges the In order to guarantee that every
ensuring that all necessity of fair access student has the chance to excel in
children achieve in and opportunities in math mathematics, both frameworks
maths first place a high priority on providing
fair access to high-quality
mathematical education for all
children, regardless of background
or aptitude.
Teaching and encourages efficient emphasises active In order to promote deep conceptual
learning methods of instruction methods of instruction knowledge and critical thinking
and learning and learning abilities in mathematics, both
frameworks support dynamic,
student-centered educational
approaches.
Assessment and Emphasises the emphasises how Both frameworks emphasise how
Intervention significance of important assessment is important it is to conduct on going
continuous evaluation to monitoring assessments in order to guide
and assistance instruction and provide prompt
interventions to meet students'
requirements and foster mathematical
development.

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 3.2 Content Standards Comparison

Aspect NCTM's Principles Mathematics CAPS Motivation

to Actions (2014) (2011)
Quantity and understanding Places a focus on In order to provide a strong basis for
Functions mathematical mastering mathematical additional mathematical learning,
procedures in a range ideas and operations both frameworks place a high priority
of contexts on the development of pupils'
conceptual knowledge and procedural
fluency in numbers and operations.
Algebra places a focus on Encourages mastery of The goal of both frameworks is to help
algebraic reasoning and algebra and the ability to students become more adept at
thinking solve problems algebraic thinking, so they can use
algebraic ideas and methods to solve
problems in the real world, analyse
patterns, and draw conclusions.
Geometry encourages the use of emphasises geometric In order to assist students
geometry and spatial ideas and spatial thinking comprehend the characteristics and
visualisation connections of shapes and objects in
mathematical contexts, both
frameworks place a strong emphasis
on the value of geometric reasoning
and spatial visualisation abilities.
Data analysis promotes data Places emphasis on applying Both frameworks highlight the
interpretation and data interpretation and significance of statistical reasoning
statistical thinking analysis to practical and data interpretation skills, enabling
situations students to make informed decisions
and draw conclusions from data in
various contexts.

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 3.3 School Mathematics Curriculum Bands Comparison

Aspect NCTM's Principles Mathematics CAPS Motivation

to Actions (2014) (2011)
Elementary emphasises Emphasises developing Both frameworks place a high
Grades fundamental fundamental mathematics priority on the early acquisition of
knowledge and abilities and numeracy skills basic mathematical knowledge and
in mathematics abilities, which lays a strong
foundation for students' future
mathematical learning and
advancement.
Middle Grades Encourages a deeper expands on basic In order to better prepare students
comprehension of understanding while for more advanced mathematical
mathematical concentrating on more study in high school, both
relationships and ideas complex ideas frameworks seek to increase
students' comprehension of
mathematical concepts and their
relationships across various
mathematical strands.
High School Rigorously studies aims to enhance With an emphasis on critical
Grades mathematics to mathematics knowledge thinking, problem-solving, and
prepare pupils for and abilities for upcoming mathematical reasoning skills, both
college and careers. projects frameworks seek to provide
students with the mathematical
knowledge and abilities required
for success in both further
education and the workforce.

Motivation
The comparison shows how the underlying principles, content standards, and curriculum
bands of the Mathematics CAPS (2011) and NCTM's Principles to Actions (2014) are aligned.
In order to guarantee mathematical success for all students, both frameworks place a high
priority on fairness, efficient teaching and learning strategies, and the development of
foundational mathematical skills throughout grade levels.

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4. References
- National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards
for School Mathematics. Reston, VA: Author.

- Boaler, J. (2002). Learning from Teaching: Exploring the Relationship between Reform
Curriculum and Equity. Journal for Research in Mathematics Education, 33(4), 239–258

- Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding It Up: Helping Children Learn
Mathematics. Washington, DC: National Academies Press.

- Schmidt, W. H., Houang, R. T., & Cogan, L. S. (2002). A Coherent Curriculum: The Case of
Mathematics. American Educator, 26(2), 10–24.

- National Council of Teachers of Mathematics. (2000). Principles and Standards for School
Mathematics. Reston, VA: Author.

- National Council of Teachers of Mathematics. (2014). Principles to Actions: Ensuring

Mathematical Success for All. Reston, VA: Author.

- Common Core State Standards Initiative. (2010). Common Core State Standards for
Mathematics. Washington, DC: National Governors Association Centre for Best Practices and
the Council of Chief State School Officers.

- National Council of Teachers of Mathematics (NCTM). (2014). Principles to Actions:

Ensuring Mathematical Success for All.

- Republic of South Africa. Department of Basic Education. (2011). Curriculum and

Assessment Policy Statement (CAPS): Mathematics.