Abstract
In this position paper, the recommendations contained in the National Council of Teachers of Mathematics' (NCTM) Curriculum Evaluation Standards for School Mathematics are reviewed with respect to the needs of diverse learners. Based on the history of previous education reforms and the nature of the ‘standards,’ the special educator is urged to exercise caution in using the standards as comprehensive criteria for developing and selecting programs for learners who are at risk for school failure. The need to transpose the standards into valid, replicable, instructional programs is stressed.
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