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A Primer on America's Schools
chapter 9 Standards and Accountability Williamson M. Evers The idea seems simple enough. Set standards for what students should be learning, and then hold them and their teachers account- able for seeing that the learning actually takes place. So why, then, after years of various benchmarks and commissions and legislative agendas, are the standards and accountability programs in this country all too often mediocre and ineffective? Because they are the product of politics. Standards and accountability, like most of the contentious issues concerning public schools today, are caught between powerful and conflicting political forces—forces that hold sway even in the face of a clear and widespread desire to improve the public education that 89 percent of this nation’s children re- ceive. In the specific case of standards and accountability, two forces in particular are at play: resistance from the teachers’ unions and the rest of the education establishment (which includes school boards, The author wishes to thank Mychele Brickner, Beth Ann Bryan, Paul Clopton, Ralph Cohen, Maureen DiMarco, Michelle Easton, Eric Hanushek, David Klein, Bill Lucia, Doug McRae, Stan Metzenberg, James Milgram, Terry Moe, Janet Nicholas, Sandra Stotsky, Abigail Thernstrom, Kate Walsh, Darv Winick, and Ze’ev Wurman for reading earlier drafts of this paper, in whole or in part, and offering valuable suggestions. He also wishes to thank Kate Feinstein for her help with research and editing and Peggy Dooley for extensive help with editing and revising. 205 .......................... 8774$$ $CH9 09-10-01 10:08:06 PS 206 Williamson M. Evers superintendents, and principals) who often want to avoid being evaluated when it comes to whether their students are learning; and struggles between the progressive and traditionalist schools of thought as to what educational standards should look like, and, indeed, whether there should be any standards at all. -
Count Down: Six Kids Vie for Glory at the World's Toughest Math
Count Down Six Kids Vie for Glory | at the World's TOUGHEST MATH COMPETITION STEVE OLSON author of MAPPING HUMAN HISTORY, National Book Award finalist $Z4- 00 ACH SUMMER SIX MATH WHIZZES selected from nearly a half million EAmerican teens compete against the world's best problem solvers at the Interna• tional Mathematical Olympiad. Steve Olson, whose Mapping Human History was a Na• tional Book Award finalist, follows the members of a U.S. team from their intense tryouts to the Olympiad's nail-biting final rounds to discover not only what drives these extraordinary kids but what makes them both unique and typical. In the process he provides fascinating insights into the creative process, human intelligence and learning, and the nature of genius. Brilliant, but defying all the math-nerd stereotypes, these athletes of the mind want to excel at whatever piques their cu• riosity, and they are curious about almost everything — music, games, politics, sports, literature. One team member is ardent about water polo and creative writing. An• other plays four musical instruments. For fun and entertainment during breaks, the Olympians invent games of mind-boggling difficulty. Though driven by the glory of winning this ultimate math contest, in many ways these kids are not so different from other teenagers, finding pure joy in indulging their personal passions. Beyond the Olympiad, Steve Olson sheds light on such questions as why Americans feel so queasy about math, why so few girls compete in the subject, and whether or not talent is innate. Inside the cavernous gym where the competition takes place, Count Down reveals a fascinating subculture and its engaging, driven inhabitants. -
Spring 2019 Fine Letters
Spring 2019 • Issue 8 Department of MATHEMATICS Princeton University From the Chair Professor Allan Sly Receives MacArthur Fellowship Congratulations to Sly works on an area of probability retical computer science, where a key the Class of 2019 theory with applications from the goal often is to understand whether and all the finishing physics of magnetic materials to it is likely or unlikely that a large set graduate students. computer science and information of randomly imposed constraints on a Congratulations theory. His work investigates thresh- system can be satisfied. Sly has shown to the members of olds at which complex networks mathematically how such systems of- class of 2018 and suddenly change from having one ten reach a threshold at which solving new Ph. D.s who set of properties to another. Such a particular problem shifts from likely are reading Fine Letters for the first questions originally arose in phys- or unlikely. Sly has used a party invi- time as alumni. As we all know, the ics, where scientists observed such tation list as an analogy for the work: Math major is a great foundation for shifts in the magnetism of certain As you add interpersonal conflicts a diverse range of endeavors. This metal alloys. Sly provided a rigorous among a group of potential guests, it is exemplified by seventeen '18's who mathematical proof of the shift and can suddenly become effectively im- have gone to industry and seventeen a framework for identifying when possible to create a workable party. to grad school; ten to advanced study such shifts occur. -
President's Report
Volume 38, Number 4 NEWSLETTER July–August 2008 President’s Report Dear Colleagues: I am delighted to announce that our new executive director is Maeve Lewis McCarthy. I am very excited about what AWM will be able to accomplish now that she is in place. (For more about Maeve, see the press release on page 7.) Welcome, Maeve! Thanks are due to the search committee for its thought and energy. These were definitely required because we had some fabulous candidates. Thanks also to Murray State University, Professor McCarthy’s home institution, for its coopera- tion as we worked out the details of her employment with AWM. The AWM Executive Committee has voted to give honorary lifetime mem- IN THIS ISSUE berships to our founding presidents, Mary Gray and Alice T. Schafer. In my role as president, I am continually discovering just how extraordinary AWM is 7 McCarthy Named as an organization. Looking back at its early history, I find it hard to imagine AWM Executive Director how AWM could have come into existence without the vision, work, and persist- ence of these two women. 10 AWM Essay Contest Among newly elected members of the National Academy of Sciences in the physical and mathematical sciences are: 12 AWM Teacher Partnerships 16 MIT woMen In maTH Emily Ann Carter Department of Mechanical and Aerospace Engineering and the Program in 19 Girls’ Angle Applied and Computational Mathematics, Princeton University Lisa Randal Professor of theoretical physics, Department of Physics, Harvard University Elizabeth Thompson Department of Statistics, University of Washington, Seattle A W M The American Academy of Arts and Sciences has also announced its new members. -
Geometry Terms That Start with K
Geometry Terms That Start With K Dorian remains pokier after Stavros chafe hiddenly or bewitches any cudweed. Completive and microcosmical Georges still trade-in his somebodies enough. Austin reflect ingratiatingly? Maximize time to share with geometry and more lines, research has one that by a surface polygons that have predictable similarities and Record all that start with k on interactive whiteboards or whole number ideas about our extensive math terms that can extend any time or. Geometry Pdf. Table K-1 highlights the content emphases at the cluster level watching the. Theses items are very inexpensive and necessities for Geometry Homework so elect will. Numbers objects words or mathematical language acting out the situation making your chart. Geometry National Council of Teachers of Mathematics. Drawing standardsindd The University of Memphis. The term or sometimes restricted to grain the socket of algebraic geometry and commutative algebra in statistics. The cross products. Begincases operatorname lVoverlineu1ldots overlineukoverlinev1ldots. Pre-K2 Expectations In pre-K through grade 2 each award every student should. Start to identify shapes they develop a beginning understanding of geometry. This where is protected by reCAPTCHA and the Google Privacy first and literate of time apply Geometry Geeks. In words Ab Kmil's book begins with plain brief explanation of the standard. Mathcom Glossary. In Euclidean geometric terms one of the below would be the best. K Cool math com Online Math Dictionary. Top 5 Things to an About Teaching Geometry in 3rd Grade. Start studying Math nation geometry section 1 vocab math nation geometry. Your web page jump to terms come across any geometry term. -
Math Wars: the Politics of Curriculum
University of Northern Iowa UNI ScholarWorks Presidential Scholars Theses (1990 – 2006) Honors Program 1999 Math wars: The politics of curriculum Raymond Johnson University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©1999 Raymond Johnson Follow this and additional works at: https://scholarworks.uni.edu/pst Part of the Curriculum and Instruction Commons, and the Science and Mathematics Education Commons Recommended Citation Johnson, Raymond, "Math wars: The politics of curriculum" (1999). Presidential Scholars Theses (1990 – 2006). 89. https://scholarworks.uni.edu/pst/89 This Open Access Presidential Scholars Thesis is brought to you for free and open access by the Honors Program at UNI ScholarWorks. It has been accepted for inclusion in Presidential Scholars Theses (1990 – 2006) by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. MATH WARS The Politics of Curriculum Presidential Scholars Senior Thesis by Raymond Johnson Under the advisement of Dr. Edward Rathmell December 9, 1999 Johnson 2 Introduction There is an ongoing battle in mathematics education, a battle sometimes so fierce that some people call it the "math wars". Americans have seen many changes and proposed changes in their educational system in the last fifty years, but few have stirred such debate, publicity, and criticism as have the changes in mathematics education. We will first look at the history of the math wars and take time to examine previous attempts to change mathematics education in America. Second, we will assess the more recent efforts in mathematics education reform . Lastly, we will make some predictions for the future of the math wars and the new directions mathematics education may take. -
Algebra in S Hool
Algebra d Igebraic Thinkin in S hool Math m ti s Seventi h Yearbook Carole E. Greelles Seventieth Yearbook Editor Arizona State University Mesa, Arizona Rheta Rubenstein General Yearbook E'ditor University o.f ]I/fichigan-Dearborn Dearborn, Michigan NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS 1 istory of Algebra in th Scho I urriculum Jeremy Kilpatrick Andrew Izsak flthere is a heaven/or school subjects, algebra H)ill never go there. It is the one subject in the curricuhul1 that has kept children .Ironz finishing high school, /j~onl developing their special interests' and /;~07n enjoying rnuch of their h0711e study work. It has caused 1110re jCllnily ro"Vvs, ,nore tears, 7110re heartaches, and nzore sleeples5' nights than any other school sul~ject. -Anonynlous editorial writer [ca. 1936J N THE United States and Canada before 1700, algebra was absent not only fronl I the school curriculu1l1 but also fro111 the CUITicululll of the early colleges and sCIllinaries. That situation changed during the eighteenth and nineteenth centuries as colleges and universities across North Anlerica began to offer courses in alge bra. In January 1751, when Benjanlin Franklin's acade111Y was established, the new master Theophilus Grew offered "Writing, Arithnletic, Merchants Accounts, Alge bra, AstTon0111Y, Navigation, and all other branches of Mathenlatics" (Overn 193 p. 373), and "algebra to quadratics" continued to be pali of the freshnlan curricululll after the acaden1Y becanle the University of Pennsylvania in 1779. Algebrcl is first nlentioned as being in the Harvard curriculunl in 1786 but was probably taught 111LlCh earlier, perhaps as early as 1 (Cajori 1890, p. -
The Legacy of New Math on Today's Curricula
The Legacy of New Math on Today’s Curricula Melissa Scranton, Ph.D. Purdue University Global New Math of the 1950s and 60s • CEEB Commission on Mathematics 1959 report • Soviet Launch of Sputnik in 1957 • National Defense Education Act of 1958 • Paradigm Shift in Mathematics Education • New Math focus on Conceptual Understanding of Mathematics rather than Rote Memorization • Discover, Deduction, and Limited Drill What Did New Math Look Like? Bases other than Different Number Sets 10 Representations Reasoning Discovering New Language Solution Before Hidden Patterns Rule Diagrams Properties of Boxes Matrices Arithmetic Frames 1951 1957 & 1958 Max Beberman Edward Begle University of Illinois School Committee on Mathematics School Mathematics Study Group (UICSM) (SMSG) Beberman and Begle promoted a complete conceptual overhaul of math instruction. “Mathematics should be taught as a language, he said. And like language, it should be considered a liberal art, a key to clear thinking, and a logic for solving social as well as scientific problems” (Miller, 1990). “Modern Math” Language Discovery New math quickly won wide acceptance. 50% of all high schools were using New Math as their curriculum by 1965 (Miller, 1990). At its peak, 85% of all elementary and secondary schools had adopted New Math (Miller, 1990). PUBLIC SENTIMENT Image copyright Charles Schulz. Frustration • Ridiculed and deemed a failure by the general public. • Tom Lehrer spoofed with song New Math. • Parents didn’t understand children’s homework. • Teachers not trained on how to implement and instruct the new method. • Implementation inconsistent. What happened to New Math? Where did it go? 40 years later… Enter Common Core 1 National Learning Objectives 2 Adopted by 45 states within a few months. -
New Math” for the 21 Century
”New math” for the 21st century Gunnar Gjone: Some time ago I was listenening to a presentation on the use of internet in education. Concentrating on the internet as a source of information, the presenter stated that it would be important if students could combine search criteria, by the laws of logic, to perform more efficient searches. Perhaps the proponents of the ”new math” had been too early in time for mathematics education? Over the years I had realized that many uses of computers build strongly on logic – forms of programming are obvious examples. Many uses of application programs such as word processors and spreadsheets would also be more efficient by the use of logic. Computers are ”logic machines”, so why not logic in basic mathematics education? The ”new math” revisited The ”new math” movement lasted in most countries from the late 1950s to the early 1970s. In many countries this reform was replaced with stressing the basic skills, i.e.arithmetic/ computation. Also in many countries these changes resulted in strong discussions and heated debates among mathematics educators. The ”new math” movement, however, was not one single reform. It had many different forms, but there was common elements. We can use concepts such as ”structure” and ”logic” to talk about these common elements, but the ”new math” movement was much more. Also it should be noted that many other reforms e.g. individualized math instruction used new math to gain momentum. Some characteristics of the ”new math” movement We will concentrate on two of the characteristics of the movement: the mathematical and the pedagogical. -
Prek12 Math Curriculum Review
PreK12 Math Curriculum Review West St. Paul Mendota Heights Eagan Area Schools School District 197 Prepared by Kate Skappel Curriculum Coordinator Cari Jo Kiffmeyer Director of Curriculum, Instruction and Assessment April 2016 1 Background All students in School District 197 receive instruction in mathematics. Math is one of our four core content areas along with English/Language Arts, Science and Social Studies. The state of Minnesota adopted Math Standards in 2007 with full implementation by the 201011 school year. The standards were set to be reviewed in 201516, During the first special legislative session of 2015, this review was postponed until the 202021 school year. Full implementation of the new math standards will follow the adoption of the new set of standards. The state of Minnesota has not adopted the Common Core State Standards for Mathematics. Consideration will be given during the 202021 review. We determined that, even though the standards were not going to be reviewed at the state level, we would continue as planned with a local math review. Much work has occurred over the past four years with the middle school and high school. We have added math intervention. We then determined a need for a PreK 12 math review for a variety of reasons. Our core resources are over seven years old. Some of our resources are out of print and the online access for our resources has expired and now requires an annual subscription fee. With the addition of 1:1 devices for students in grades three through twelve, we need to assure that our resources are compatible and accessible on these devices. -
January 2002 Prizes and Awards
January 2002 Prizes and Awards 4:25 p.m., Monday, January 7, 2002 PROGRAM OPENING REMARKS Ann E. Watkins, President Mathematical Association of America BECKENBACH BOOK PRIZE Mathematical Association of America BÔCHER MEMORIAL PRIZE American Mathematical Society LEVI L. CONANT PRIZE American Mathematical Society LOUISE HAY AWARD FOR CONTRIBUTIONS TO MATHEMATICS EDUCATION Association for Women in Mathematics ALICE T. S CHAFER PRIZE FOR EXCELLENCE IN MATHEMATICS BY AN UNDERGRADUATE WOMAN Association for Women in Mathematics CHAUVENET PRIZE Mathematical Association of America FRANK NELSON COLE PRIZE IN NUMBER THEORY American Mathematical Society AWARD FOR DISTINGUISHED PUBLIC SERVICE American Mathematical Society CERTIFICATES OF MERITORIOUS SERVICE Mathematical Association of America LEROY P. S TEELE PRIZE FOR MATHEMATICAL EXPOSITION American Mathematical Society LEROY P. S TEELE PRIZE FOR SEMINAL CONTRIBUTION TO RESEARCH American Mathematical Society LEROY P. S TEELE PRIZE FOR LIFETIME ACHIEVEMENT American Mathematical Society DEBORAH AND FRANKLIN TEPPER HAIMO AWARDS FOR DISTINGUISHED COLLEGE OR UNIVERSITY TEACHING OF MATHEMATICS Mathematical Association of America CLOSING REMARKS Hyman Bass, President American Mathematical Society MATHEMATICAL ASSOCIATION OF AMERICA BECKENBACH BOOK PRIZE The Beckenbach Book Prize, established in 1986, is the successor to the MAA Book Prize. It is named for the late Edwin Beckenbach, a long-time leader in the publica- tions program of the Association and a well-known professor of mathematics at the University of California at Los Angeles. The prize is awarded for distinguished, innov- ative books published by the Association. Citation Joseph Kirtland Identification Numbers and Check Digit Schemes MAA Classroom Resource Materials Series This book exploits a ubiquitous feature of daily life, identification numbers, to develop a variety of mathematical ideas, such as modular arithmetic, functions, permutations, groups, and symmetries. -
2017 Frank and Brennie Morgan Prize for Outstanding Research in Mathematics by an Undergraduate Student
AMS Prize Announcements FROM THE AMS SECRETARY 2017 Frank and Brennie Morgan Prize for Outstanding Research in Mathematics by an Undergraduate Student David H. Yang was Response from David H. Yang awarded the 2017 Frank It is a great honor for me to receive the 2017 Frank and and Brennie Morgan Prize Brennie Morgan Prize. First, I would like to thank my for Outstanding Research research advisors, Roman Bezrukavnikov and Joe Harris, in Mathematics by an Un- who have deeply influenced how I view mathematics. I dergraduate Student at the have been fortunate to spend much of my undergraduate 123rd Annual Meeting of career in mathematically stimulating environments, in- the AMS in Atlanta, Geor- cluding the vibrant departments of MIT and Harvard and gia, in January 2017. the REU at Emory University, and I am very grateful for the atmosphere that they provided. I would also like to Citation thank many mathematicians who took the time to impart The recipient of the 2017 their wisdom to me, including Clark Barwick, Lawrence AMS-MAA-SIAM Frank and Ein, Pavel Etingof, Dennis Gaitsgory, Rob Lazarsfeld, Ivan Losev, Davesh Maulik, Bjorn Poonen, and Jason Starr. Fi- David H. Yang Brennie Morgan Prize for nally, I would like to thank my friends and family, whose Outstanding Research in support has always been vital to my work. Mathematics by an Undergraduate Student is David H. Yang for his outstanding research in algebraic geometry. Citation for Honorable Mention: Aaron Yang is an author of five papers, with two more in prepa- Landesman ration. Three of his papers have appeared or will appear in Aaron Landesman is recognized with an Honorable the Memoirs of the American Mathematical Society, Journal Mention for the 2017 Frank and Brennie Morgan Prize for für die reine und angewandte Mathematik, and Research in Outstanding Research in Mathematics by an Undergrad- the Mathematical Sciences.