Abstract
Reform in mathematics education has been stimulated and propelled by the publication of standards documents by the National Council of Teachers of Mathematics. This article examines the vision of teacher decision making that is portrayed in NCTM Professional Teaching Standards: choosing worthwhile mathematical tasks, orchestrating and monitoring classroom discourse, creating an environment for learning, and analyzing one's practice. The philosophical orientation and the set of commitments to teaching and learning on which the standards are based include stances on equity, curriculum, teaching, and learning. These stances are summarized under the following headings: inclusiveness, depth over coverage, teaching for understanding, active engagement of students, curriculum investigations, applications, and connections.
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