Generative Topics: Building a Curriculum around Big Ideas

Abstract

Data from the Third International Mathematics and Science Study (TIMSS) point out “a comparative lack of focus and coherence in the American mathematics curriculum” and an absence of “meaningful connections between the big ideas of mathematics” (Schmidt 1997). These findings, along with those reported in other international comparisons (e.g., Stevenson and Stigler 1992), suggest that we must carefully examine the actual content of both our written and our implemented mathematics curriculum to be sure that it gives students the focus and coherence they need to develop mathematical understanding. Although teaching methodology is important, no issue is as fundamental to the heart of teaching or as important to reform in mathematics education as our decision about what to teach.