Mathematics education

Learning mathematics in the middle grades is a critical component in the education of our nation’s youth. The mathematics foundation laid during these years provides students with the skills and knowledge to study higher level mathematics during high school, provides the necessary mathematical base for success in other disciplines such as science, and lays the groundwork for mathematically literate citizens. A variety of evidence suggests that the mathematics education landscape is shifting and evolving rapidly....
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The mathematics students need to learn today is not the same mathematics that their parents and grandparents needed to learn. When today's students become adults, they will face new demands for mathematical proficiency that school mathematics should attempt to anticipate. Moreover, mathematics is a realm no longer restricted to a select few. All young Americans must learn to think mathematically, and they must think mathematically to learn.
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The United States must restructure mathematics educationboth what is learned and the way it is taughtif children are to develop the mathematical knowledge and skills they will need to be personally and professionally competent in the twentyfirst century. Joining the recent reports that have opened a national dialogue on these issues, Reshaping School Mathematics focuses discussion on essential ideas that transcend details of current curricula or assessment results.
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The last decade has seen significant reform in the South African mathematics curriculum and the mathematics education research community has also grown markedly. Drawing on the proceedings from nearly a decade of the South African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) conferences, this book reflects on the theoretical and ideological work that has contributed to the growth of mathematics education research in South Africa.
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Society’s technological, economic, and cultural changes of the last 50 years have made many important mathematical ideas more relevant and accessible in work and in everyday life. As examples of mathematics proliferate, the mathematics education community is provided with both a responsibility and an opportunity. Educators have a responsibility to provide a highquality mathematics education for all of our students.
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The purpose of this book is to bring together readings which explore the culture of learning in a mathematics classroom. These readings show how knowledge of this culture assists teachers and learners to improve the teaching and learning of mathematics and to address concerns of social justice and the need for equity.
256p thienbinh1311 13122012 41 11 Download

The curriculum vitae of Alice Turner Schafer lists two specializations: abstract algebra (group theory) and women in mathematics. As early as her high school years Alice exhibited a love for mathematics and an interest in teaching as a career. As a mathematics educator she championed the full participation of women in mathematics.
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One of these websites is maintained by the Eisenhower National Clearinghouse (ENC) for Mathematics and Science Education.5 The ENC is a centralized site that gathers educational materials and makes them available from its own computers. Content specialists find and acquire the rights to materials, write abstracts for the resources on the site, enter data, and maintain the site catalog—a resourceintensive process that ensures quality while slowing somewhat the provision of resources. A search engine allows users to find the materials in which they are interested.
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Calls for standards in education have been echoing across the nation for several years, especially since political leaders of both parties decided to adopt bipartisan national goals for education. Standards without appropriate means of measuring progress, however, amount to little more than empty rhetoric. To stay the course and achieve the national goals for education, we must measure the things that really count.
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Throughout the world, members of the education research community have long decried the lack of attention to research and scholarship that is evident in most education policies promulgated by state, provincial, and national legislatures. The Elementary and Secondary Education Act of 2001 (ESEA 2001), which was recently signed into law in the United States, is an interesting case to consider in this regard.
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Early childhood education has risen to the top of the national policy agenda with recognition that ensuring educational success and attainment must begin in the earliest years of schooling. There is now a substantial body of research to guide efforts to support young children’s learning. Over the past 15 years, great strides have been made in supporting young children’s literacy. This report summarizes the now substantial literature on learning and teaching mathematics for young children in hopes of catalyzing a similar effort in mathematics....
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Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools
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.
588p camchuong_1 08122012 30 11 Download

Mathematics in Action: Prealgebra Problem Solving, Third Edition, is intended to help college mathematics students gain mathematical literacy in the real world and simultaneously help them build a solid foundation for future study in mathematics and other disciplines. Our authoring team used the AMATYC Crossroads standards to develop a threebook series to serve a large and diverse population of college students who, for whatever reason, have not yet succeeded in learning mathematics.
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Diane Ravitch, the noted education historian points out “At every level of formal education, from nursery school to graduate school, equal opportu nity became the overriding goal of postwar7 educational reformers. Some times those who led the battles seemed to forget why it was important to keep students in school longer; to forget that the ﬁght for higher enroll ments was part of a crusade against ignorance, and that institutions would be judged by what their students had learned as well as by how many were enrolled.
20p dacotaikhoan 25042013 17 6 Download

The Board on International Comparative Studies in Education (BICSE) was established by the National Research Council (NRC) in 1988 at the request of the U.S. Department of Education’s National Center for Education Statistics (NCES) and the U.S. National Science Foundation (NSF). Under its initial mandate, the board monitored U.S. participation in largescale international comparative studies.
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In 1998, the National Research Council (NRC) established the Committee on Science and Mathematics Teacher Preparation (CSMTP) and charged it with identifying critical issues in existing practices and policies for K12 teacher preparation in science and mathematics. In its Statement of Task, the NRC’s Governing Board also asked the committee to identify recommendations from professional organizations regarding teacher preparation and the quality of the K12 teaching of science and mathematics and to examine relevant research.
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This situation comes from our earliest history and continues to the present day. From a short history of mathematics education in this country by Alan Tucker we have the following remarks: “The country’s ﬁrst colleges, created to train ministers, taught no mathematics or science. There was no training for teachers and theirs was one of the lowest ranked professions in early America. “Some founding fathers argued that a voting citizenry needed a deeper education. For example, George Washington wrote, ‘The science of ﬁgures. . .
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Scoring Extended and ShortResponse Items Extended and shortresponse items are evaluated according to an established scoring scale, called a rubric, developed from a combination of expectations and a sample of actual student responses. Such rubrics must be particularized by expected work and further developed by examples of student work in developing a guide for scorers. Illinois educators play a substantial role in developing these guides used for the scoring of the short and extendedresponse items.
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The Conference “History of Mathematical Sciences: Portugal and East Asia I.” took place at the Faculty of Science and Technology of the University of Macao from the 10* to the 12* of October 1998.
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The most obvious reason why school mathematics education should matter to university professors is that a continuing inﬂux of mathematically in competent students would decimate the university mathematics curriculum. One can look no further than the United Kingdom to have one’s worst fears conﬁrmed. If the report [TM] released by the Council of the London Math ematical Society in October, 1995, is to be trusted, then the UK is some ﬁve years ahead of us in a mathematics education reform remarkably similar to our own in its rhetoric. ...
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