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....
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.
The United States must restructure mathematics education--both what is learned and the way it is taught--if children are to develop the mathematical knowledge and skills they will need to be personally and professionally competent in the twenty-first 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.
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.
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 high-quality mathematics
education for all of our students.
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.
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.
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 resource-intensive 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.
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.
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
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....
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.
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 three-book series
to serve a large and diverse population of college students who, for whatever reason, have not
yet succeeded in learning mathematics.
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
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 large-scale international comparative studies.
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 K-12
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 K-12 teaching of science
and mathematics and to examine relevant
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
“Some founding fathers argued that a voting citizenry needed a deeper
education. For example, George Washington wrote, ‘The science of ﬁgures.
Scoring Extended- and Short-Response Items
Extended- and short-response 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 extended-response items.
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. ...