Mathematics Curriculum Guide Consumer Mathematics. Bulletin 1987, No. 49.

Institution	Alabama State Dept. of Education, Montgomery.
Titel	Mathematics Curriculum Guide Consumer Mathematics. Bulletin 1987, No. 49.
Quelle	(1987), (163 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Banking; Consumer Education; Course Content; Credit (Finance); Housing; Instructional Materials; Insurance; Learning Activities; Mathematical Concepts; Mathematics Education; Mathematics Skills; Money Management; Probability; Problem Solving; Secondary Education; Secondary School Mathematics; Standardized Tests; State Curriculum Guides; Statistics; Tax Rates; Teaching Methods; Transportation; Alabama + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bankgeschäft; Konsumerziehung; Kursprogramm; Credit; Kredit; Unterkunft; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Problemlösen; Sekundarbereich; Standadised tests; Standardisierter Test; Rahmenlehrplan; Statistik; Steuergruppe; Teaching method; Lehrmethode; Unterrichtsmethode; Verkehrswesen
Abstract	This guide is designed to help classroom teachers implement the Alabama Course of Study: Mathematics K-12. It is inclusive also of the objectives tested by the Stanford Achievement Tests and the Alabama Basic Competency Tests. One characteristic of the curriculum guide is that it clearly states what students should learn in each grade level. These objectives are called student outcomes and appear in the table of contents. The majority of the material, however, consists of classroom activities that lead students to the desired outcomes. The curriculum guide specifies what to teach as well as ways to teach it. Each section of the guide contains a specific table of contents, which lists what students should learn; activities; original sources; and student outcomes. Activities are preceded by a description of the area of mathematics covered, the specific student outcomes that are addressed in the activities, and notes for the teacher, which convey information important for effectively carrying out the activities. Topics include banks and their services, consumer credit, housing, insurance, probability, statistics, money management, savings, investments, taxes, swindles, gyps, and transportation. (KR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC