scholarly journals Globalized curriculum or global approach to curriculum reform in mathematics education

2002 ◽  
Vol 3 (2) ◽  
pp. 160-167 ◽  
Author(s):  
Bill Atweh ◽  
Philip Clarkson
Keyword(s):  
Mathematics Education ◽  
Curriculum Reform ◽  
Global Approach ◽  
Reform In Mathematics Education

Projects: Building Michigan's Capacity for Middle School Mathematics Curriculum Reform

2001 ◽  
Vol 94 (6) ◽  
pp. 522-524
Keyword(s):  
Middle School ◽  
Mathematics Education ◽  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Collaborative Effort ◽  
Reform Project ◽  
Reform In Mathematics Education ◽  
School Mathematics Curriculum

The Building Michigan's Capacity for Middle School Mathematics Curriculum Reform project is a four-year statewide collaborative effort that is designed to lead the reform in mathematics education within Michigan's middle schools. The project addresses the need for improved achievement in mathematics by students in Michigan and places a high priority on building the mathematics content and pedagogical background of its participating teachers to accomplish that goal.

Guidelines in mathematics education

1960 ◽  
Vol 53 (6) ◽  
pp. 418-423
Author(s):  
Harold P. Fawcett
Keyword(s):  
Mathematics Education ◽  
Graduate School ◽  
Necessary Condition ◽  
Reform In Mathematics Education

Inspired teaching at all levels, from the kindergarten through the graduate school, is a necessary condition for reform in mathematics education.

What's Going On…

1976 ◽  
Vol 23 (2) ◽  
pp. 103-104
Keyword(s):  
Mathematics Education ◽  
Curriculum Reform ◽  
Financial Support ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
Current Status ◽  
Education Evaluation ◽  
National Science ◽  
Mathematical Sciences ◽  
K 12

The National Advisory Committee On Mathematics Education (NACOME) with financial support from the National Science Foundation, has assembled an extensive review of the current status of mathematics education–its objectives, current and innovative practices, and attainments–for grades K-12. The scope of this review is indicated by the chapter titles: Mathematics Curriculum Reform 1955-1975, Current Programs and Issues, Patterns of Instruction, Teacher Education Evaluation, Recommen ations and Perspectives. Single copies of this report, Over view and Analys is of School Mathematics, Grades K-12, are now available without charge from the Conference Board of the Mathematical Sciences Suite 832, 2100 Pennsylvania Avenue, N.W., Washington, D.C. 20037.

Linking Teacher Interests or Backgrounds to Real-World Experiences for Students

1994 ◽  
Vol 41 (6) ◽  
pp. 300-303 ◽  
Author(s):  
Jim Dorward ◽  
Steve Archibald
Keyword(s):  
Mathematics Education ◽  
Real World ◽  
Research Council ◽  
American Association ◽  
National Research Council ◽  
National Council ◽  
Major Theme ◽  
Everyday Experience ◽  
The World ◽  
Reform In Mathematics Education

A major theme in calls for reform in mathematics education is the recognition of the need to connect the study of mathematics to the rest of the world (American Association for the Advancement of Science 1989; National Research Council 1991; National Council of Teachers of Mathematics 1989). For some, this connection is obvious. For many, however, mathematics is perceived as a set of rules and procedures that have little to do with everyday experience.

Assessment of a Problem-Centered Mathematics Program: Third Grade

1996 ◽  
Vol 27 (3) ◽  
pp. 337-353
Author(s):  
Terry Wood ◽  
Patricia Sellers
Keyword(s):  
Mathematics Education ◽  
Factorial Design ◽  
Conceptual Understanding ◽  
Conceptual Development ◽  
Achievement Test ◽  
Third Grade ◽  
Personal Goals ◽  
Standardized Measures ◽  
Mathematics Program ◽  
Reform In Mathematics Education

Six classes received problem-centered mathematics instruction for 2 years in second and third grade. This instruction was generally reflective of a socioconstructivist theory of knowing and compatible with recommendations for reform in mathematics education. A class-by-instruction factorial design was used to compare students in problem-centered classes for 2 years with students in problem-centered classrooms for 1 year, and with students in textbook classes for 2 years on a standardized achievement test. In addition, classes using problem-centered instruction for 2 years were compared with students in problem-centered classes for 1 year on an instrument designed to assess students' conceptual development in arithmetic and an instrument developed to examine personal goals and beliefs about reasons for success in mathematics. The results of the analyses indicate that significant differences exist in arithmetic learning for students in problem-centered classes for 2 years on the standardized achievement test and the arithmetic test. The results indicate that after 2 years of instruction in reform-based classes, students score significantly higher on standardized measures of computational proficiency as well as conceptual understanding. Additionally, these students hold stronger beliefs about the importance of finding their own or different ways to solve problems.

In the Comfort of Their Own Homes: Engaging Families in Mathematics

1998 ◽  
Vol 4 (6) ◽  
pp. 338-351
Author(s):  
Jean M. Ehnebuske
Keyword(s):  
Mathematics Education ◽  
Great Success ◽  
Reform In Mathematics Education

Is an effective way available to engage parents in mathematics activities with their children, help them reinforce concepts introduced in class, give them an opportunity to communicate regularly with teachers, and make them aware of the need for reform in mathematics education? You bet! A project that we first piloted in our district in 1995. and have since expanded, helped us accomplish those goals with great success.

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