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.

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.

Review: School Mathematics and Multiple Realities: New Paradigms for Assimilation

1993 ◽  
Vol 24 (5) ◽  
pp. 477-483
Author(s):  
Joan Ferrini–Mundy
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Graduate School ◽  
Theoretical Foundation ◽  
The United States ◽  
School Of Education ◽  
Research Groups ◽  
Multiple Realities ◽  
Societal Issues ◽  
Education Community

The mathematics education community owes thanks to Bob Davis and Carolyn Maher for their attempt to promote a discussion, through the conference that preceded this book and the volume itself, about how wide-ranging societal issues interact with mathematics education reform. Rutgers's Dean of the Graduate School of Education Loujse Cherry Wilkinson introduces the volume as a critical analysis of the mathematics education reform movement in the United States. The title, and the DavisMaher introduction, suggest a different agenda for this volume, one which auends seriously to the “world of reality.” They argue that schools are not designed to serve the needs of today's children. who will live and work in the 21st century, and claim that the volume chapters suggest a theoretical foundation for the creation of new approaches that incorporate broader concerns about chools and society. Mixed missions notwithstanding, the collected papers form a readable, interesting set that give some new perspectives on mathematics reform and provide a sampler of the issues that are important to individual projects and research groups.

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.

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.

By Way of Introduction Geometry

1998 ◽  
Vol 3 (6) ◽  
pp. 387
Author(s):  
C. Patrick Collier
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Graduate School ◽  
The Subject

The editorial panel chose the topic of geometry for a focus issue because we wanted to promote an increase in the attention given to geometry and measurement for all students in all grades. We identify with the observation by Marjorie Senechal in her essay “Shape,” in which she notes that “the role of geometry is a perennial issue in mathematics education at all levels from elementary school to graduate school.” As she discusses some of these issues, she observes that “the teaching of geometry is defended on the grounds that it serves external purposes, rather than on the importance of the subject in its own right” (Senechal 1990).

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