National Council of Teachers of Mathematics and Mathematical Sciences Education Board's Books

Improving Mathematics Education

Resources for Decision Making

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematical Sciences Education Board,Committee on Decisions That Count

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Improving Mathematics Education

Resources for Decision Making

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematical Sciences Education Board,Committee on Decisions That Count

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.

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National Academies Press

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ISBN 10

0309083001

ISBN 13

9780309083003

Everybody Counts

A Report to the Nation on the Future of Mathematics Education

By: Mathematical Sciences Education Board,Board on Mathematical Sciences and Their Applications,National Research Council

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Everybody Counts

A Report to the Nation on the Future of Mathematics Education

By: Mathematical Sciences Education Board,Board on Mathematical Sciences and Their Applications,National Research Council

Mathematics is the key to opportunity. No longer only the language of science, mathematics is now essential to business, finance, health, and defense. Yet because of the lack of mathematical literacy, many students are not prepared for tomorrow's jobs. Everybody Counts suggests solutions. Written for everyone concerned about our children's education, this book discusses why students in this country do not perform well in mathematics and outlines a comprehensive plan for revitalizing mathematics education in America, from kindergarten through college. single copy, $8.95; 2-9 copies, $7.50 each; 10 or more copies, $6.95 each (no other discounts apply)

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129

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National Academies Press

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ISBN 10

0309595843

ISBN 13

9780309595841

Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

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Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.

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National Academies Press

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ISBN 10

0309184398

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9780309184397

Reshaping School Mathematics

A Philosophy and Framework for Curriculum

By: National Research Council,Mathematical Sciences Education Board

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Reshaping School Mathematics

A Philosophy and Framework for Curriculum

By: National Research Council,Mathematical Sciences Education Board

The United States must restructure mathematics educationâ€"both what is learned and the way it is taughtâ€"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. It examines changing perspectives on the role of mathematics in society and changing practice in the use of technologyâ€"particularly calculators and computersâ€"in mathematics education.

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National Academies Press

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0309041872

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9780309041874

Mathematics and Science Education Around the World

What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)?

By: Mathematical Sciences Education Board and Committee on Science Education K-12,Board on Science Education,Mathematical Sciences Education Board,Division of Behavioral and Social Sciences and Education,National Research Council

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Mathematics and Science Education Around the World

What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)?

Amid current efforts to improve mathematics and science education in the United States, people often ask how these subjects are organized and taught in other countries. They hear repeatedly that other countries produce higher student achievement. Teachers and parents wonder about the answers to questions like these: Why do the children in Asian cultures seem to be so good at science and mathematics? How are biology and physics taught in the French curriculum? What are textbooks like elsewhere, and how much latitude do teachers have in the way they follow the texts? Do all students receive the same education, or are they grouped by ability or perceived educational promise? If students are grouped, how early is this done? What are tests like, and what are the consequences for students? Are other countries engaged in Standards-like reforms? Does anything like "standards" play a role in other countries? Questions such as these reflect more than a casual interest in other countries' educational practices. They grow out of an interest in identifying ways to improve mathematics and science education in the United States. The focus of this short report is on what the Third International Mathematics and Science Study (TIMSS), a major international investigation of curriculum, instruction, and learning in mathematics and science, will be able to contribute to understandings of mathematics and science education around the world as well as to current efforts to improve student learning, particularly in the United States.

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National Academies Press

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ISBN 10

0309589924

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9780309589925

Mathematics Education in the Middle Grades

Teaching to Meet the Needs of Middle Grades Learners and to Maintain High Expectations: Proceedings of a National Convocation and Action Conferences

By: National Research Council,Center for Science, Mathematics, and Engineering Education

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Mathematics Education in the Middle Grades

Teaching to Meet the Needs of Middle Grades Learners and to Maintain High Expectations: Proceedings of a National Convocation and Action Conferences

By: National Research Council,Center for Science, Mathematics, and Engineering Education

In September 1998, the Math Science Education Board National held a Convocation on Middle Grades Mathematics that was co-sponsored by the National Council of Teachers of Mathematics, the National Middle School Association, and the American Educational Research Association. The Convocation was structured to present the teaching of middle school mathematics from two points of view: teaching mathematics with a focus on the subject matter content or teaching mathematics with a focus on the whole child and whole curriculum. This book discusses the challenges before the nation's mathematical sciences community to focus its energy on the improvement of middle grades mathematics education and to begin an ongoing national dialogue on middle grades mathematics education.

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271

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National Academies Press

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ISBN 10

0309172276

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9780309172271

The Nature and Role of Algebra in the K-14 Curriculum

Proceedings of a National Symposium

By: National Research Council,National Council of Teachers of Mathematics and Mathematical Sciences Education Board,Center for Science, Mathematics, and Engineering Education

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The Nature and Role of Algebra in the K-14 Curriculum

Proceedings of a National Symposium

By: National Research Council,National Council of Teachers of Mathematics and Mathematical Sciences Education Board,Center for Science, Mathematics, and Engineering Education

With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the "standards movement" in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the principles and implications of standards-based reform. One of the main tenets in the NCTM Standards is commitment to providing high-quality mathematical experiences to all students. Another feature of the Standards is emphasis on development of specific mathematical topics across the grades. In particular, the Standards emphasize the importance of algebraic thinking as an essential strand in the elementary school curriculum. Issues related to school algebra are pivotal in many ways. Traditionally, algebra in high school or earlier has been considered a gatekeeper, critical to participation in postsecondary education, especially for minority students. Yet, as traditionally taught, first-year algebra courses have been characterized as an unmitigated disaster for most students. There have been many shifts in the algebra curriculum in schools within recent years. Some of these have been successful first steps in increasing enrollment in algebra and in broadening the scope of the algebra curriculum. Others have compounded existing problems. Algebra is not yet conceived of as a K-14 subject. Issues of opportunity and equity persist. Because there is no one answer to the dilemma of how to deal with algebra, making progress requires sustained dialogue, experimentation, reflection, and communication of ideas and practices at both the local and national levels. As an initial step in moving from national-level dialogue and speculations to concerted local and state level work on the role of algebra in the curriculum, the MSEB and the NCTM co-sponsored a national symposium, "The Nature and Role of Algebra in the K-14 Curriculum," on May 27 and 28, 1997, at the National Academy of Sciences in Washington, D.C.

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206

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National Academies Press

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030917368X

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9780309173681

The Nature and Role of Algebra in the K-14 Curriculum

Proceedings of a National Symposium

By: National Research Council,National Council of Teachers of Mathematics and Mathematical Sciences Education Board,Center for Science, Mathematics, and Engineering Education

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The Nature and Role of Algebra in the K-14 Curriculum

Proceedings of a National Symposium

By: National Research Council,National Council of Teachers of Mathematics and Mathematical Sciences Education Board,Center for Science, Mathematics, and Engineering Education

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206

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0309061474

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9780309061476

Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Mathematical Sciences Education Board,Continuing to Learn from TIMSS Committee,Committee on Science Education K-12

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Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide

The Third International Mathematics and Science Study (TIMSS) is a rich source of information that can be used by a broad range of stakeholders to promote discussions and actions to improve K-12 mathematics and science teaching and learning. To support educators, administrators, parents, and others interested in education in using TIMSS materials, the National Research Council (NRC) has prepared a report, Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education (see "Resources"). This report will help educators, administrators, parents and others interested in education to understand what can be learned from TIMSS findings, and it will encourage them to use the information to make improvements in mathematics and science education. Provided in the report are insights into mathematics and science achievement, curriculum, instruction, and school support systems, such as professional development, in the United States and around the world. To make TIMSS information more accessible and useful to educators and the public, the NRC prepared this professional development guide to accompany its report. This guide provides directions and support materials for leading workshops and planning sessions for teachers, educational administrators, higher education faculty, and the interested public.

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122

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National Academies Press

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ISBN 10

0309067804

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9780309067805

Designing Mathematics or Science Curriculum Programs

A Guide for Using Mathematics and Science Education Standards

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and the Mathematical Sciences Education Board

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Designing Mathematics or Science Curriculum Programs

A Guide for Using Mathematics and Science Education Standards

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and the Mathematical Sciences Education Board

With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, a clear set of goals and guidelines for achieving literacy in mathematics and science was established. Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling. Researchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievement. Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing Mathematics or Science Curriculum Programs outlines: Components of effective mathematics and science programs. Criteria by which these components can be judged. A process for developing curriculum that is structured, focused, and coherent. Perhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality of education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier onesâ€"from lesson to lesson, unit to unit, year to year. Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable.

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ISBN 10

0309185629

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9780309185622

Knowing and Learning Mathematics for Teaching

Proceedings of a Workshop

By: National Research Council,Mathematical Sciences Education Board,Center for Education,Mathematics Teacher Preparation Content Workshop Program Steering Committee

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Knowing and Learning Mathematics for Teaching

Proceedings of a Workshop

By: National Research Council,Mathematical Sciences Education Board,Center for Education,Mathematics Teacher Preparation Content Workshop Program Steering Committee

There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions: What is the mathematical knowledge teachers need to know in order to teach well? How can teachers develop the mathematical knowledge they need to teach well? The Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers presented, the activities, and plenary sessions that took place.

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233

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National Academies Press

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ISBN 10

0309171229

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9780309171229

Measuring What Counts

A Conceptual Guide for Mathematics Assessment

By: National Research Council,Mathematical Sciences Education Board

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Measuring What Counts

A Conceptual Guide for Mathematics Assessment

By: National Research Council,Mathematical Sciences Education Board

To achieve national goals for education, we must measure the things that really count. Measuring What Counts establishes crucial research- based connections between standards and assessment. Arguing for a better balance between educational and measurement concerns in the development and use of mathematics assessment, this book sets forth three principlesâ€"related to content, learning, and equityâ€"that can form the basis for new assessments that support emerging national standards in mathematics education.

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240

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National Academies Press

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ISBN 10

0309049814

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9780309049818

Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and Mathematical Sciences Education Board

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Global Perspectives for Local Action

Using TIMSS to Improve U.S. Mathematics and Science Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Education K-12 and Mathematical Sciences Education Board

The Third International Mathematics and Science Study (TIMSS) raised the alarm about U.S. mathematics and science education. Most Americans are now aware that U.S. students lag behind their peers in other developed nations. In one state, the legislature reacted by lengthening the school year, assuming that more time on academic content would boost student performance. Some educators have fixed the blame on the mathematics and science curricula typically used in U.S. schools. Does the problem lie in the curricula, instruction, or the system of support available to teachers? This book presents the first comprehensive analysis of TIMSS studyâ€"a half-million students from 15,000 schools around the world. It presents detailed reports on three major aspects of education, including curriculum issues, teaching practices, and school support.

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104

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National Academies Press

Published Date

ISBN 10

0309172896

ISBN 13

9780309172899

Increasing Student Success in Developmental Mathematics

Proceedings of a Workshop

By: National Academies of Sciences, Engineering, and Medicine,Division on Engineering and Physical Sciences,Division of Behavioral and Social Sciences and Education,Board on Mathematical Sciences and Analytics,Board on Science Education

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Increasing Student Success in Developmental Mathematics

Proceedings of a Workshop

The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.

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123

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National Academies Press

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ISBN 10

0309496624

ISBN 13

9780309496629

High School Mathematics at Work

Essays and Examples for the Education of All Students

By: National Research Council,Mathematical Sciences Education Board

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High School Mathematics at Work

Essays and Examples for the Education of All Students

By: National Research Council,Mathematical Sciences Education Board

Traditionally, vocational mathematics and precollege mathematics have been separate in schools. But the technological world in which today's students will work and live calls for increasing connection between mathematics and its applications. Workplace-based mathematics may be good mathematics for everyone. High School Mathematics at Work illuminates the interplay between technical and academic mathematics. This collection of thought-provoking essaysâ€"by mathematicians, educators, and other expertsâ€"is enhanced with illustrative tasks from workplace and everyday contexts that suggest ways to strengthen high school mathematical education. This important book addresses how to make mathematical education of all students meaningfulâ€"how to meet the practical needs of students entering the work force after high school as well as the needs of students going on to postsecondary education. The short readable essays frame basic issues, provide background, and suggest alternatives to the traditional separation between technical and academic mathematics. They are accompanied by intriguing multipart problems that illustrate how deep mathematics functions in everyday settingsâ€"from analysis of ambulance response times to energy utilization, from buying a used car to "rounding off" to simplify problems. The book addresses the role of standards in mathematics education, discussing issues such as finding common ground between science and mathematics education standards, improving the articulation from school to work, and comparing SAT results across settings. Experts discuss how to develop curricula so that students learn to solve problems they are likely to encounter in lifeâ€"while also providing them with approaches to unfamiliar problems. The book also addresses how teachers can help prepare students for postsecondary education. For teacher education the book explores the changing nature of pedagogy and new approaches to teacher development. What kind of teaching will allow mathematics to be a guide rather than a gatekeeper to many career paths? Essays discuss pedagogical implication in problem-centered teaching, the role of complex mathematical tasks in teacher education, and the idea of making open-ended tasksâ€"and the student work they elicitâ€"central to professional discourse. High School Mathematics at Work presents thoughtful views from experts. It identifies rich possibilities for teaching mathematics and preparing students for the technological challenges of the future. This book will inform and inspire teachers, teacher educators, curriculum developers, and others involved in improving mathematics education and the capabilities of tomorrow's work force.

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191

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National Academies Press

Published Date

ISBN 10

0309174732

ISBN 13

9780309174732

Measuring What Counts

A Policy Brief

By: National Research Council,Mathematical Sciences Education Board

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Measuring What Counts

A Policy Brief

By: National Research Council,Mathematical Sciences Education Board

Measuring What Counts: A Policy Brief provides highlights of the main volume in the context of implications for educational policy.

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National Academies Press

Published Date

ISBN 10

0309049865

ISBN 13

9780309049863

Supporting Mathematics Teachers in the United States and Finland

Proceedings of a Workshop

By: National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction

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Supporting Mathematics Teachers in the United States and Finland

Proceedings of a Workshop

By: National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction

For the past 17 years, the U.S. National Commission on Mathematics Instruction (USNC/MI) has held workshops with mathematics educators from countries that typically perform well on international assessments and have a history of strong mathematics education programs, such as Japan, China, and South Korea. Finland is among this group. Even though its mathematics education system has some common characteristics with other top-performing nations, such as a great social respect for the teaching profession, it also has unique characteristics. The USNC/MI, a standing committee of the National Academies of Sciences, Engineering, and Medicine, planned a workshop at which U.S. and Finnish mathematics educators could exchange information and ideas about the preparation of new mathematics teachers and the means of providing them with support and professional development throughout their careers. While this is not the first time U.S. and Finnish mathematics educators have discussed educational practices, this workshop focused primarily on teacher development in both nations in the context of mathematics education. This publication summarizes the presentations and discussions from the workshop.

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National Academies Press

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ISBN 10

0309465893

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9780309465892

Investigating the Influence of Standards

A Framework for Research in Mathematics, Science, and Technology Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Understanding the Influence of Standards in K-12 Science, Mathematics, and Technology Education

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Investigating the Influence of Standards

A Framework for Research in Mathematics, Science, and Technology Education

Since 1989, with the publication of Curriculum and Evaluation Standards for Mathematics by the National Council of Teachers of Mathematics, standards have been at the forefront of the education reform movement in the United States. The mathematics standards, which were revised in 2000, have been joined by standards in many subjects, including the National Research Council's National Science Education Standards published in 1996 and the Standards for Technical Literacy issued by the International Technology Education Association in 2000. There is no doubt that standards have begun to influence the education system. The question remains, however, what the nature of that influence is and, most importantly, whether standards truly improve student learning. To answer those questions, one must begin to examine the ways in which components of the system have been influenced by the standards. Investigating the Influence of Standards provides a framework to guide the design, conduct, and interpretation of research regarding the influences of nationally promulgated standards in mathematics, science, and technology education on student learning. Researchers and consumers of research such as teachers, teacher educators, and administrators will find the framework useful as they work toward developing an understanding of the influence of standards.

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148

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National Academies Press

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ISBN 10

0309171326

ISBN 13

9780309171328

Learning About Assessment, Learning Through Assessment

By: National Research Council,Mathematical Sciences Education Board,Deborah Bryant,Mark Driscoll

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Learning About Assessment, Learning Through Assessment

By: National Research Council,Mathematical Sciences Education Board,Deborah Bryant,Mark Driscoll

The MSEB, with generous support and encouragement from the Carnegie Corporation of New York, seeks to bring discussion of assessment to school-and district-based practitioners through an initiative called Assessment in Practice (AIP). Originally conceived as a series of "next steps" to follow the publication of Measuring Up and For Good Measure, the project, with assistance from an advisory board, developed a publication agenda to provide support to teachers and others directly involved with the teaching and assessment of children in mathematics classrooms at the elementary, middle, and high school levels. In a series of three booklets, AIP presents an exploration of issues in assessment. The first booklet, Learning About Assessment, Learning Through Assessment discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. The second, Assessment in Support of Instruction, makes a case for aligning assessments with state and district curriculum frameworks and examines ways in which states have shifted their curriculum frameworks and related state assessment programs to reflect the NCTM Standards and other perspectives. The third booklet, Keeping Score, discusses issues to be considered while developing high quality mathematics assessments. This series is specifically designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists.

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120

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National Academies Press

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ISBN 10

0309061334

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9780309061339

Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States

Summary of a Workshop

By: National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction

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Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States

Summary of a Workshop

By: National Academies of Sciences, Engineering, and Medicine,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction

On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum? How have textbooks been developed for the curriculum? How are curricular tasks designed and what criteria are used? What is the role of learning trajectories in the development of curriculum? This report summarizes the presentations and discussions at the workshop.

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201

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National Academies Press

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ISBN 10

0309374391

ISBN 13

9780309374392

Increasing Student Success in Developmental Mathematics

Proceedings of a Workshop

By: Linda Clare Casola,Tiffany E. Taylor

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Increasing Student Success in Developmental Mathematics

Proceedings of a Workshop

By: Linda Clare Casola,Tiffany E. Taylor

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110

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ISBN 10

0309496632

ISBN 13

9780309496636

Studying Classroom Teaching as a Medium for Professional Development

Proceedings of a U.S.-Japan Workshop

By: National Research Council,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematical Sciences Education Board

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Studying Classroom Teaching as a Medium for Professional Development

Proceedings of a U.S.-Japan Workshop

The Mathematical Sciences Education Board (MSEB) and the U.S. National Commission on Mathematics Instruction (USNCMI) took advantage of a unique opportunity to bring educators together. In August 2000, following the Ninth International Congress on Mathematics Education (ICME-9) in Makuhari, Japan, MSEB and USNCMI capitalized on the presence of mathematics educators in attendance from the United States and Japan by holding a two and a half-day workshop on the professional development of mathematics teachers. This workshop used the expertise of the participants from the two countries to develop a better, more flexible, and more useful understanding of the knowledge that is needed to teach well and how to help teachers to obtain this knowledge. A major focus of the workshop was to discuss teachers' opportunities in both societies-using teaching practice as a medium for professional development. Another focus of the workshop addressed practice by considering the records of teaching, including videos of classroom lessons and cases describing teachers and their work. These proceedings reflect the activities and discussion of the workshop using both print and video to enable others to share in their experience

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272

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National Academies Press

Published Date

ISBN 10

0309169968

ISBN 13

9780309169967

Mathematical and Scientific Development in Early Childhood

A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Mathematical Sciences Education Board

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Mathematical and Scientific Development in Early Childhood

A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Mathematical Sciences Education Board

Expectations for early learning are very different than they were even as recently as a decade ago. With increased recognition of the intellectual capacities of young children, as well as a growing understanding of how these capacities develop and can be fostered, has come a growing recognition that early childhood education, in both formal and informal settings, may not be helping all children maximize their cognitive capacities. Mathematical and Scientific Development in Early Childhood explores the research in cognition and developmental psychology that sheds light on children's capacity to learn mathematical and scientific ideas. This summary report of the discussions and presentations at the workshop is designed to frame the issues relevant to advancing research useful to the development of research-based curricula for mathematics and science for young children.

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National Academies Press

Published Date

ISBN 10

0309165423

ISBN 13

9780309165426

Helping Children Learn Mathematics

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematics Learning Study Committee

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Helping Children Learn Mathematics

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematics Learning Study Committee

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.

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National Academies Press

Published Date

ISBN 10

0309131987

ISBN 13

9780309131988

It's TIME

Themes and Imperatives for Mathematics Education

By: National Council of Supervisors of Mathematics

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It's TIME

Themes and Imperatives for Mathematics Education

By: National Council of Supervisors of Mathematics

Help all students become high-achieving mathematics learners. Gain a strong understanding of mathematics culture, and learn necessary best practices to fully align curriculum and instruction with the CCSS for mathematics. You’ll explore the factors that have traditionally limited mathematics achievement for students and discover practical strategies for creating an environment that supports mathematics learning and instruction.

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130

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Solution Tree Press

Published Date

ISBN 10

193676492X

ISBN 13

9781936764921

The Teacher Development Continuum in the United States and China

Summary of a Workshop

By: National Research Council,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction

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The Teacher Development Continuum in the United States and China

Summary of a Workshop

By: National Research Council,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction

In 1999, Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in the United States and China, which probed the kinds of knowledge that elementary school teachers need to convey mathematical concepts and procedures effectively to their students. Later that year, Roger Howe, a member of the U.S. National Commission on Mathematics Instruction (USNC/MI), reviewed the book for the Notices of the American Mathematical Society, concluding that it 'has lessons for all educational policymakers.' Intrigued by the idea of superrank teachers, the USNC/MI sponsored a workshop entitled 'The Teacher Development Continuum in the United States and China'. The purpose of the workshop was to examine the structure of the mathematics teaching profession in the United States and China. The main presentations and discussion from the workshop are summarized in this volume.

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ISBN 10

0309163560

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9780309163569

Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Undergraduate Science Education

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Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Undergraduate Science Education

Today's undergraduate studentsâ€"future leaders, policymakers, teachers, and citizens, as well as scientists and engineersâ€"will need to make important decisions based on their understanding of scientific and technological concepts. However, many undergraduates in the United States do not study science, mathematics, engineering, or technology (SME&T) for more than one year, if at all. Additionally, many of the SME&T courses that students take are focused on one discipline and often do not give students an understanding about how disciplines are interconnected or relevant to students' lives and society. To address these issues, the National Research Council convened a series of symposia and forums of representatives from SME&T educational and industrial communities. Those discussions contributed to this book, which provides six vision statements and recommendations for how to improve SME&T education for all undergraduates. The book addresses pre-college preparation for students in SME&T and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K-12 mathematics, science, and technology. It suggests how colleges can improve and evaluate lower-division undergraduate courses for all students, strengthen institutional infrastructures to encourage quality teaching, and better prepare graduate students who will become future SME&T faculty.

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