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Amazing Ace

The day of the Great Dog Race is here and Amazing Ace is ready and excited to join the fun! Will Ace be able to keep up with Lightning, the super fast Greyhound? Is he as strong as Okey-Doke, the Great Dane? Is he as cool as Killer, the feisty little Chihuahua? Amazing Ace and the Great Dog Race is a fun and exciting adventure for kids of all ages. Cheer on Ace and his friends as they tip-toe across the slippery rocks on Slime Pond, slide down the muddy slopes of Dog Breath Mountain, and try to swim across the Mighty Kong River. Will Ace win the great dog race? Will he be named Top Dog? Read Amazing Ace and the Great Dog Race and find out if Ace is the fastest, strongest, toughest, coolest and best all around dog.

Will Ace win the great dog race? Will he be named Top Dog? Read Amazing Ace and the Great Dog Race and find out if Ace is the fastest, strongest, toughest, coolest and best all around dog.

The NCTM Curriculum and Evaluation Standards

Parental Concerns, Teacher Answers

I investigated the strategies teachers employ to address the concerns of parents regarding the NCTM Standards approach to the teaching of mathematics. My research focused on three questions. First, what do teachers say and do to educate parents in whole group situations such as curriculum nights? Second, what are the most common reservations expressed by parents? Third, what are the most effective means employed by teachers to address this parental version of math anxiety? I employed a review of relevant literature, interviews with teachers, and observations of parent mathemathics education classes. My findings include these: Teachers educate their parent population by engaging them in the same type of hands-on activities their children do. Parents are uncomfortable with the lack of math take-home papers generated by the Standards approach. They distrust the de-emphasis on computation and are suspicious of the ability of the Standards curriculum to prepare their children for achievement tests and entrance exams. As a result of parental pressure, teachers often increase the computational content of their curriculum.

My research focused on three questions. First, what do teachers say and do to educate parents in whole group situations such as curriculum nights? Second, what are the most common reservations expressed by parents?