Chapter 9: Context for Change: Themes Related to Mathematics Education Reform

1993 ◽  
Vol 6 ◽  
pp. 109
Author(s):  
Martin Simon
Keyword(s):  
Mathematics Education ◽  
Education Reform

Research Commentary: Analysis of Curriculum Standards: An Important Research Area

2016 ◽  
Vol 47 (2) ◽  
pp. 118-133 ◽  
Author(s):  
Dung Tran ◽  
Barbara J. Reys ◽  
Dawn Teuscher ◽  
Shannon Dingman ◽  
Lisa Kasmer
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Careful Analysis ◽  
Research Area ◽  
State Standards ◽  
Content Standards ◽  
Curriculum Standards ◽  
Education Professionals ◽  
Important Research Area ◽  
Improving Student Learning

This commentary highlights the contribution that careful and systematic analyses of curriculum or content standards can make to questions and issues important in the mathematics education field. We note the increased role that curriculum standards have played as part of a standards-based education reform strategy. We also review different methods used by researchers to compare and analyze the Common Core State Standards for Mathematics, each method designed for a particular purpose. Finally, we call upon mathematics education researchers to engage in careful analysis of curriculum standards and to share their findings in ways that can inform public debate as well as support education professionals in improving student learning opportunities.

A New Way of Teaching

1996 ◽  
Vol 178 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Fernand J. Prevost
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
National Curriculum ◽  
And Mathematics ◽  
Teaching Learning ◽  
Change Task ◽  
Analysis Of Teaching ◽  
Present Understanding

A new view of teaching is emerging from the work of the constructivists and mathematics education reform leaders. In particular, we examine here four aspects of teaching that must change: task selection, guidance of classroom discourse, setting the learning environment, and the analysis of teaching and learning. Several national curriculum projects are working to effect these changes and examples of their work are provided. This work has motivated individual teachers to similarly design investigations that engage students in the study of significant mathematics, and two examples are included. Assessment must also change and students must learn to become less dependent on “authority” for the correctness of answers. Finally, our present understanding of constructivism and its implications for teaching/learning must not be static; though that view now may be at the center, we must listen to those who are on the edges and expect to be changed again and again in the years ahead.

scholarly journals Designing a Rich Numeracy Task in Early Childhood Mathematics Education: Teaching Addition in a Kindergarten in Macao

2020 ◽  
Vol 2 (1) ◽  
pp. p1
Author(s):  
Huey Lei ◽  
Aihua Hu
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Education Reform ◽  
Collaborative Action Research ◽  
Kindergarten Children ◽  
Early Childhood Mathematics ◽  
Single Digit ◽  
University Researcher ◽  
Comprehensive Development ◽  
The Rich

This paper presents an overview of the first cycle of collaborative action research of a kindergarten teacher who with the help of a university researcher, has designed a rich tool-based numeracy task for K3 children at a kindergarten in Macao. The rich numeracy task coupled with a tailor-made physical tool allows the children to investigate a model of addition with the manipulation of the critical selection of number cards by paying attention to a combination of corresponding numbers. Major data sources were documents, classroom observation, reflective dialogues between the two classroom teachers and with the university researcher. The results indicate that this rich tool-based task not only facilitates children’s numeracy development but also promotes the development of other domains, such as social and linguistic development. Mathematical concepts, such as sum of three single digit numbers, are prominently emerged in the implementation of the rich numeracy task. This first cycle illustrates that the purposive design of rich tasks, coupled with appropriate artefacts for kindergarten children, is beneficial for promoting children’s comprehensive development. It can also serve as an example to create rich numeracy tasks in early childhood mathematics education for kindergarten teachers to develop teaching strategies corresponding to the education reform in Macao.

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