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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309083001
Category : Education
Languages : en
Pages : 59
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Book Description
Improving Mathematics Education has been designed to help inform stakeholders about the decisions they face, to point to recent research findings, and to provide access to the most recent thinking of experts on issues of national concern in mathematics education. The essence of the report is that information is available to help those charged with improving student achievement in mathematics. The documents cited above can guide those who make decisions about content, learning, teaching, and assessment. The report is organized around five key questions: What should we teach, given what we know and value about mathematics and its roles? How should we teach so children learn, given what we know about students, mathematics, and how people learn mathematics? What preparation and support do teachers need? How do we know whether what we are doing is working? What must change? Each of the five main chapters in this report considers a key area of mathematics education and describes the core messages of current publication(s) in that area. To maintain the integrity of each report's recommendations, we used direct quotes and the terminology defined and used in that report. If the wording or terminology seems to need clarification, the committee refers the reader directly to the original document. Because these areas are interdependent, the documents often offer recommendations related to several different areas. While the individual documents are discussed under only one of the components in Improving Mathematics Education, the reader should recognize that each document may have a broader scope. In general, the references in this report should serve as a starting point for the interested reader, who can refer to the original documents for fuller discussions of the recommendations and, in some cases, suggestions for implementation. Improving Mathematics Education is designed to help educators build a critical knowledge base about mathematics education, recognizing that the future of the nation's students is integrally intertwined with the decisions we make (or fail to make) about the mathematics education they receive.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309083001
Category : Education
Languages : en
Pages : 59
Get Book
Book Description
Improving Mathematics Education has been designed to help inform stakeholders about the decisions they face, to point to recent research findings, and to provide access to the most recent thinking of experts on issues of national concern in mathematics education. The essence of the report is that information is available to help those charged with improving student achievement in mathematics. The documents cited above can guide those who make decisions about content, learning, teaching, and assessment. The report is organized around five key questions: What should we teach, given what we know and value about mathematics and its roles? How should we teach so children learn, given what we know about students, mathematics, and how people learn mathematics? What preparation and support do teachers need? How do we know whether what we are doing is working? What must change? Each of the five main chapters in this report considers a key area of mathematics education and describes the core messages of current publication(s) in that area. To maintain the integrity of each report's recommendations, we used direct quotes and the terminology defined and used in that report. If the wording or terminology seems to need clarification, the committee refers the reader directly to the original document. Because these areas are interdependent, the documents often offer recommendations related to several different areas. While the individual documents are discussed under only one of the components in Improving Mathematics Education, the reader should recognize that each document may have a broader scope. In general, the references in this report should serve as a starting point for the interested reader, who can refer to the original documents for fuller discussions of the recommendations and, in some cases, suggestions for implementation. Improving Mathematics Education is designed to help educators build a critical knowledge base about mathematics education, recognizing that the future of the nation's students is integrally intertwined with the decisions we make (or fail to make) about the mathematics education they receive.
Author: Joan M. Kenney
Publisher: ASCD
ISBN: 1416603204
Category : Education
Languages : en
Pages : 122
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Book Description
An eyeopening look at how teachers can use literacy strategies to help students better understand mathematics.
Author: Marilyn Paula Carlson
Publisher: MAA
ISBN: 9780883851838
Category : Mathematics
Languages : en
Pages : 340
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Book Description
The chapters in this volume convey insights from mathematics education research that have direct implications for anyone interested in improving teaching and learning in undergraduate mathematics. This synthesis of research on learning and teaching mathematics provides relevant information for any math department or individual faculty member who is working to improve introductory proof courses, the longitudinal coherence of precalculus through differential equations, students' mathematical thinking and problem-solving abilities, and students' understanding of fundamental ideas such as variable and rate of change. Other chapters include information about programs that have been successful in supporting students' continued study of mathematics. The authors provide many examples and ideas to help the reader infuse the knowledge from mathematics education research into mathematics teaching practice. University mathematicians and community college faculty spend much of their time engaged in work to improve their teaching. Frequently, they are left to their own experiences and informal conversations with colleagues to develop new approaches to support student learning and their continuation in mathematics. Over the past 30 years, research in undergraduate mathematics education has produced knowledge about the development of mathematical understandings and models for supporting students' mathematical learning. Currently, very little of this knowledge is affecting teaching practice. We hope that this volume will open a meaningful dialogue between researchers and practitioners toward the goal of realizing improvements in undergraduate mathematics curriculum and instruction.
Author: Ron Larson
Publisher:
ISBN: 9781644325919
Category : Mathematics
Languages : en
Pages : 0
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309074401
Category : Education
Languages : en
Pages : 589
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Book Description
This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
Author: Edward A. Silver
Publisher: U.S. Government Printing Office
ISBN:
Category : Education
Languages : en
Pages : 32
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Book Description
Results from the Third International Mathematics and Science Study (TIMMS) have recently captured the attention of the United States and once again focused the nation on matters of mathematics teaching and learning. In general, the TIMSS results indicate a pervasive and intolerable mediocrity in mathematics teaching and learning in the middle grades and beyond. At Grades 7 and 8 and also at Grade 12, U.S. students achieve poorly in mathematics compared to students in much of the rest of the world. Even the 12th-grade students who take advanced mathematics courses performed substantially below students in most other nations. The results also suggest that the demands made by the U.S. school mathematics curriculum and mathematics classroom instruction are not as challenging as in other countries. This document reports the major findings from TIMMS and makes some recommendations for enhancing mathematics teaching and learning in the middle grades. Contains 40 references. (ASK)
Author: Nancy Paulu
Publisher:
ISBN:
Category : Criterion-referenced tests
Languages : en
Pages : 60
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Book Description
The third conference on improving mathematics and science assessment brought together more than 550 educators, researchers, and policymakers. Recommendations and information from the conference are incorporated into this report. Conference consensus was that students must recognize that there is more to assessment than grades and scores and begin to see assessment as a crucial and integral part of education. They should assume increasing responsibility for documenting and reflecting on their own progress as they move through school. Parents and the public must hold high expectations for instruction and for student participation. Teachers will hold all students, regardless of their backgrounds, to high standards and will recognize that assessment cannot be separated from learning. Principals and other administrators must oversee the reform of mathematics and science assessment and ensure that the curriculum reflects what we want students to know. An 18-item reading list is attached, and an appendix lists conference participants and sessions. (SLD)
Author:
Publisher:
ISBN:
Category : Curriculum enrichment
Languages : en
Pages : 32
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Book Description
Author: David C. Geary
Publisher: Academic Press
ISBN: 0128159537
Category : Psychology
Languages : en
Pages : 377
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Book Description
The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout. Identifies the relative influence of school and family on math learning Discusses the efficacy of numerical play for improvement in math Features learning trajectories in math Examines the role of math language in numeracy skills Includes assessments of math skills Explores the role of cognition in treating math-based learning difficulties
Author: Ron Pelfrey
Publisher: ASCD
ISBN: 1416602690
Category : Mathematics
Languages : en
Pages : 229
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Book Description
Outlines a research-based evaluative process containing all the steps needed to review how well an individual math program conforms to ten essential standards.
