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description:
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Author James Hiebert examines the NCTM Standards from the point of view of a mathematics education researcher. Hiebert discusses the role that research does and should play in the generation of new standards, concluding that "where relevant research exists, the Standards are consistent with the evidence ... the Standards do not violate the relevant findings from research on teaching and learning mathematics." This article appeared in the January 1999 issue of the Journal for Research in Mathematics Education (an official journal of NCTM) and refers both to the first edition of the curriculum, teaching and assessment standards, and a preliminary 1998 draft revision of the Principles.
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