Improving Mathematics Education
Improving Mathematics Education

Author: National Research Council

Publisher: National Academies Press

Published: 2002-01-28

Total Pages: 59

ISBN-13: 0309083001

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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.

Improving Applied Mathematics Education
Improving Applied Mathematics Education

Author: Ron Buckmire

Publisher: Springer Nature

Published: 2021-03-18

Total Pages: 94

ISBN-13: 3030617173

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This book presents various contemporary topics in applied mathematics education and addresses both interested undergraduate instructors and STEM education researchers. The diverse set of topics of this edited volume range from analyzing the demographics of the United States mathematics community, discussing the teaching of calculus using modern tools, engaging students to use applied mathematics to learn about and solve problems of global significance, developing a general education course for humanities and social sciences students that features applications of mathematics, and describing local mathematical modeling competitions and their use in providing authentic experiences for students in applying mathematics to real world situations. The authors represent diversity along multiple dimensions of difference: race, gender, institutional affiliation, and professional experience.

Vital Directions for Mathematics Education Research
Vital Directions for Mathematics Education Research

Author: Keith R Leatham

Publisher: Springer Science & Business Media

Published: 2014-07-08

Total Pages: 212

ISBN-13: 1461469775

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This book provides a collection of chapters from prominent mathematics educators in which they each discuss vital issues in mathematics education and what they see as viable directions research in mathematics education could take to address these issues. All of these issues are related to learning and teaching mathematics. The book consists of nine chapters, seven from each of seven scholars who participated in an invited lecture series (Scholars in Mathematics Education) at Brigham Young University, and two chapters from two other scholars who are writing reaction papers that look across the first seven chapters. The recommendations take the form of broad, overarching principles and ideas that cut across the field. In this sense, this book differs from classical “research agenda projects,” which seek to outline specific research questions that the field should address around a central topic.

Cognitive Foundations for Improving Mathematical Learning
Cognitive Foundations for Improving Mathematical Learning

Author: David C. Geary

Publisher: Academic Press

Published: 2019-01-03

Total Pages: 377

ISBN-13: 0128159537

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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

Mathematics Professional Development
Mathematics Professional Development

Author: Hilda Borko

Publisher: Teachers College Press

Published: 2015-04-15

Total Pages: 161

ISBN-13: 0807756555

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This resource will help school leaders and other professional development providers conduct ongoing, structured learning opportunities for mathematics teachers (K-12). The authors present models for professional development and the preparation of PD leaders designed and field-tested as part of two research projects supported by the National Science Foundation. The Problem-Solving Cycle model and the Mathematics Leadership Preparation model focus on topics of primary interest to mathematics teachers - mathematics content, classroom instruction, and student learning. They are intentionally designed so that they can be tailored to meet the needs and interests of participating teachers and schools. Through engaging vignettes, the authors describe the models, summarize key research findings, and share lessons learned. The book also includes detailed examples of workshop activities for both teachers and PD leaders.

Improving Indicators of the Quality of Science and Mathematics Education in Grades K-12
Improving Indicators of the Quality of Science and Mathematics Education in Grades K-12

Author: National Research Council

Publisher: National Academies Press

Published: 1988-02-01

Total Pages: 231

ISBN-13: 0309037409

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This book presents a carefully developed monitoring system to track the progress of mathematics and science education, particularly the effects of ongoing efforts to improve students' scientific knowledge and mathematics competency. It describes an improved series of indicators to assess student learning, curriculum quality, teaching effectiveness, student behavior, and financial and leadership support for mathematics and science education. Of special interest is a critical review of current testing methods and their use in probing higher-order skills and evaluating educational quality.

Mathematics Learning in Early Childhood
Mathematics Learning in Early Childhood

Author: National Research Council

Publisher: National Academies Press

Published: 2009-11-13

Total Pages: 399

ISBN-13: 0309147433

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Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

Language and Mathematics Education
Language and Mathematics Education

Author: Judit N. Moschkovich

Publisher: Information Age Pub Incorporated

Published: 2010

Total Pages: 180

ISBN-13: 9781617351594

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A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, Iowa State University Marketing description: Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutierrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues.

Building Thinking Classrooms in Mathematics, Grades K-12
Building Thinking Classrooms in Mathematics, Grades K-12

Author: Peter Liljedahl

Publisher: Corwin Press

Published: 2020-09-28

Total Pages: 454

ISBN-13: 1544374844

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A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.

Improving Mathematics and Science Education
Improving Mathematics and Science Education

Author: Vi-Nhuan Le

Publisher: Rand Corporation

Published: 2006-09-25

Total Pages: 117

ISBN-13: 0833042467

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Presents the findings of a multiyear study of the effectiveness of reform-oriented science and mathematics teaching (instructional practices for engaging students actively in their own learning and enhancing the development of complex cognitive skills)-specifically, whether such practices are associated with higher student achievement and whether that association is sensitive to the aspects of achievement that are measured. (CD-ROM enclosed.)