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Chapter 13 National Science Foundation Systemic Initiatives
Chapter 13 National Science Foundation Systemic Initiatives: How a small amount of federal money promotes ill-designed mathematics and science programs in K-12 and undermines local control of education Michael McKeown Mathematically Correct David Klein California State University, Los Angeles Chris Patterson Education Connection of Texas Since its inception in 1950, the National Science Foundation (NSF) has played a strong, positive role in making American scientific research and technological application the best in the world. Through its funding of peer-reviewed, investigator-initiated research proposals, it has supported basic research in a wide variety of scientific disciplines, such as mathematics, biology, physics, chemistry, geology, astronomy, and psychology. American science owes much to the support it has received, and continues to receive, from NSF. This chapter deals with a program in the Education and Human Resources Division called the NSF Systemic Initiatives Program, not with NSF programs related directly to the support of basic research. We are highly critical of this particular NSF program. Not only do the Systemic Initiatives undermine local control of education, but, as our analysis in this chapter suggests, they also seem to lower academic standards for mathematics education and weaken the educational base for American science. This chapter is composed of three sections. The first section, an overview of NSF Systemic Initiatives, was written by Michael McKeown. The second section, an analysis of the development and 288 Standards Wars features of the Los Angeles Systemic Initiative, was written by David Klein. The third section, an analysis of the development and features of the Texas Statewide Systemic Initiative, was written by Chris Patterson. -
AVAILABLE from ABSTRACT DOCUMENT RESUME Exemplary
DOCUMENT RESUME ED 434 033 SE 062 877 TITLE Exemplary and Promising Mathematics Programs. INSTITUTION Department of Education, Washington, DC. PUB DATE 1999-00-00 NOTE 71p.; Prepared by the "Math and Science Education Expert Panel." AVAILABLE FROM ED Pubs, P.O. Box 1389, Jessup, MD. Tel: 877-433-7827 (Toll Free); Web site: <http://www.enc.org>. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Standards; Demonstration Programs; Elementary Secondary Education; Mathematics Curriculum; *Mathematics Education; *Program Descriptions; *Program Evaluation ABSTRACT Selecting programs, textbooks, and curriculum materials is one of the most important decisions educators make. An Expert Panel on Mathematics and Science was established by the U.S. Department of Education to develop a high-quality, research-based process for selecting programs and to use that selecting process to identify exemplary and promising programs. This booklet describes eight mathematics programs designated as exemplary or promising. A detailed explanation of the submission and selection process and an explanation of how the programs were separated into exemplary and promising categories is included. The four characteristics used for the selection criteria include quality of program, usefulness to others, educational significance, and evidence of effectiveness and success. Each characteristic has multiple criteria with specific indicators of achievement. Each program is described in terms of the four selection characteristics and professional -
A Landscape Paper Science Reform a Survey of Mathematics in the Southeast AND
A Survey OF Mathematics AND Science Reform IN THE Southeast A Landscape Paper A Survey OF Mathematics AND Science Reform IN THE Southeast: A Landscape Paper SERC @ SERVE Dr. Francena D. Cummings, Director 1203 Governors Square Boulevard, Suite 400 • Tallahassee, FL 32301 • 800-854-0476 Proprietary Document—Written permission required for duplication or use. Associated with the School of Education University of North Carolina at Greensboro First Printing, 2003 Edited by Donna Nalley, SERVE Publications Director Karen DeMeester, SERVE Senior Program Specialist Designed by Tracy Hamilton, SERVE Art Director Photography by This document was produced Shelley Call, Barbara Davis, Donna Nalley, and Tracy Hamilton with funding from the Dwight D. Eisenhower National Programs from Mathematics and Science Select photographs used in this magazine are from Comstock Klips, Corbis, Creatas, Regional Consortia Program, EyeWire Images, Image 100, and/or PhotoDisc. Institute for Education Sciences, U.S. Department of Education, under contact no. R319A000011. Additional photographs provided by Penny Gilmer and classroom teachers (masters and doctoral students at Florida State University). The content of this publication does not necessarily reflect Photographs may not be reproduced without written permission from the photographer or the views or policies of the Institute of Education Sciences, the stock photography company. U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. -
May 2001 What Are the Children Learning and Who Decides
May 2001 THE TEXTBOOK CONUNDRUM What are the Children Learning and Who Decides? Introduction With the quality of education in the United States now the biggest domestic concern, demands for accountability are in vogue. The drive for better schools however, is usually limited to issues of standards, testing, choice and teachers. Missing from most discussions is the role that textbooks play in the achievement of children. A few facts to consider: • In more than twenty states, the state (state board of education, department of education, secretary or commissioner of education, or another specially designated state textbook committee) picks the textbooks for every classroom in the state – either through outright text selection, or recommendations from a short list. To control curriculum, they tie funding to compliance with the states’ textbook adoption policy. • Textbooks supplied to three states, California, Texas and Florida – all of which give significant influence to state agencies for textbook selection – account for 30 percent of the more than $3.3 billion K-12 textbook market in 1998, the most recent year for which statistics are available.i • Four publishers (McGraw-Hill, Houghton Mifflin, Harcourt, and Pearson) control 70 percent of the industry. Size means money means influence in the textbook world. They are a strong, quiet interest group that works behind the scenes and through major education groups to ensure that the process favoring them stays exactly the way it is. The process for putting books in front of children then, looks something like this: The “big three” states draw up textbook adoption policies to which the “big four” publishers try to align their textbook content. -
Navigating Reform in Mathematics Teacher Education
Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Dissertations Department of Middle and Secondary Education 5-11-2018 Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives Alesia Mickle Moldavan Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/mse_diss Recommended Citation Moldavan, Alesia Mickle, "Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives." Dissertation, Georgia State University, 2018. https://scholarworks.gsu.edu/mse_diss/59 This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, NAVIGATING REFORM IN MATHEMATICS TEACHER EDUCATION: TEACHER EDUCATORS’ RESPONSES TO EDTPA AND PROFESSIONAL ORGANIZATIONS’ INITIATIVES, by ALESIA MICKLE MOLDAVAN, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ David W. Stinson, Ph.D. Committee Chair _________________________________ _________________________________ Janice B. Fournillier, Ph.D. Pier A. Junor Clarke, Ph.D. Committee Member Committee Member _________________________________ Joyce E. -
Reforming Mathematics Education Dr. Barry Fagin Professor Of
Reforming K-12 Mathematics Education Dr. Barry Fagin Professor of Computer Science USAFA (opinions are mine, not USAFA’s) What’s the problem? 8th grade math scores, IAEEA 2000 Report 700 600 500 400 300 200 100 0 y n a a a A ia n ca re a i ri S n ra ri o p ss ysi a U a rke I f p u la lg u A a Ja a m T g R u o th in M B R u S o S 1. Singapore 2. Korea 3. China 13. Australia 4. Hong Kong 2. Czechoslovakia 5. Japan 3. Finland 1. Moldova 6. Belgium 4. Malaysia 2. Thailand 7. Netherlands 5. Bulgaria 3. Israel 8. Slovak Rep. 6. USA 4. Tunisia 9. Hungary 7. England 5. Macedonia 10.Canada 8. New Zealand 6. Turkey 11.Slovenia 9. Lithuania 7. Jordan 12.Russia 10.Italy 8. Iran 11.Cyprus 9. Indonesia 12.Romania 10.Chile 11.Philippines 12.Morocco 13.South Africa % CSAP Advanced or Proficient (5th grade) 100 90 80 70 60 W 50 H 40 B 30 20 10 0 2001 2002 2003 % CSAP Advanced or Proficient (8th grade) 100 90 80 70 60 W 50 H 40 B 30 20 10 0 2001 2002 2003 % CSAP Advanced or Proficient (10th grade) 100 90 80 70 60 W 50 H 40 B 30 20 10 0 2001 2002 2003 Class of 2005 100 90 80 70 60 W 50 H 40 B 30 20 10 0 8th (2001) 9th (2002) 10th (2003) What’s the cause? Widespread adoption of curricula that: • Emphasize process over content • De-emphasize math facts • Embrace constructivism • Encourage calculator use in early grades • Encourage group work How did this happen? Open letter of protest published in Post, Carter elected DOE forms expert signed by > 200 panel to identify mathematicians and DOE created noteworthy math scientists programs Reagan elected, Secretary -
How to Teach Mathematics Third Edition Steven G
How to Teach Mathematics Third Edition Steven G. Krantz How to Teach Mathematics Third Edition http://dx.doi.org/10.1090/mbk/089 How to Teach Mathematics Third Edition Steven G. Krantz Providence, Rhode Island 2010 Mathematics Subject Classification. Primary 97D40, 97Q60, 97U20, 97U50, 97U70. Cover 4 author photograph courtesy of Steven G. Krantz. For additional information and updates on this book, visit www.ams.org/bookpages/mbk-89 Library of Congress Cataloging-in-Publication Data Krantz, Steven G. (Steven George), 1951- How to teach mathematics / Steven G. Krantz. –Third edition. pages cm. Includes bibliographical references and index. ISBN 978-1-4704-2552-4 (alk. paper) 1. Mathematics–Study and teaching. I. Title. QA11.K776 2015 510.711—dc23 2015021663 Copying and reprinting. Individual readers of this publication, and nonprofit libraries acting for them, are permitted to make fair use of the material, such as to copy select pages for use in teaching or research. Permission is granted to quote brief passages from this publication in reviews, provided the customary acknowledgment of the source is given. Republication, systematic copying, or multiple reproduction of any material in this publication is permitted only under license from the American Mathematical Society. Permissions to reuse portions of AMS publication content are handled by Copyright Clearance Center’s RightsLink service. For more information, please visit: http://www.ams.org/rightslink. Send requests for translation rights and licensed reprints to [email protected]. Excluded from these provisions is material for which the author holds copyright. In such cases, requests for permission to reuse or reprint material should be addressed directly to the author(s). -
Mathematics Coaching to Improve Teaching Practice: the Experiences of Mathematics Teachers and Coaches
MATHEMATICS COACHING TO IMPROVE TEACHING PRACTICE: THE EXPERIENCES OF MATHEMATICS TEACHERS AND COACHES by Priscilla Bengo A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto © Copyright by Priscilla Bengo 2013 MATHEMATICS COACHING TO IMPROVE TEACHING PRACTICE: THE EXPERIENCES OF MATHEMATICS TEACHERS AND COACHES Doctor of Philosophy Degree, 2013 Priscilla Bengo Department of Curriculum, Teaching and Learning University of Toronto Abstract The purpose of the study is to determine how coaching can be used effectively to improve instruction and student achievement while exploring teachers’ specific emotions during mathematics education reform initiatives that challenge the teacher’s beliefs about teaching and learning in mathematics. It also examines how teachers incorporate the reform changes into their practice in order for the new instructional practices to have the expected effect. I explored teacher learning which refers to the correct use of reform strategies by mathematics teachers so that they have the intended effects on student achievement with the support of a coach during reform initiatives. Through questionnaires, interviews, observations and archival material, the study determines the relationship between teachers’ specific emotions, teacher learning and teacher coaching in secondary school mathematics classrooms. As a result, the study highlights the issues associated with the implementation of mathematics education reform initiatives and implications. The findings show that mathematics education reforms produce emotional responses that can be described as both negative and positive. For example, some ii emotions include pride, joy, fear, feeling drained and ineffective. -
A Study of Teacher Transitions to a Reform-Based Mathematics Curriculum in an Urban School: the Interaction of Beliefs, Knowledge, and Classroom Practices
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Carolina Digital Repository A STUDY OF TEACHER TRANSITIONS TO A REFORM-BASED MATHEMATICS CURRICULUM IN AN URBAN SCHOOL: THE INTERACTION OF BELIEFS, KNOWLEDGE, AND CLASSROOM PRACTICES Wendy S. Bray A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Culture, Curriculum, and Change). Chapel Hill 2007 Approved by Advisor: Mary Ruth Coleman Reader: Juli Dixon Reader: Susan Friel Reader: Judith Meece Reader: Dwight Rogers @2007 Wendy S. Bray ALL RIGHTS RESERVED ii ABSTRACT Wendy S. Bray: A Study of Teacher Transitions to a Reform-Based Mathematics Curriculum in an Urban School: The Interaction of Beliefs, Knowledge, and Classroom Practices (Under the direction of Mary Ruth Coleman) This collective case study examines how four third-grade teachers’ beliefs and knowledge influenced their ways of supporting and limiting student thinking in their first year using a reform-based mathematics curriculum at an urban school. Of focus is the role teachers’ beliefs and knowledge play in supporting and limiting student thinking when student difficulties arise during instruction on multiplication and division. Situated in the growing body of research associated with current reforms in mathematics education, this study is also informed by general education research on urban schools, teacher beliefs, teacher knowledge, and teacher change. Data sources for case studies on individual teachers include classroom observations, pre-/post-observation interviews, beginning/end-of-year measures of teacher beliefs and knowledge, records of an on-going mathematics professional development project, and student achievement data. -
The Effects of Changing from a Traditional Mathematics Curriculum to an Integrated Mathematics Curriculum on Student Mathematics Learning in Georgia
The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2011 The Effects of Changing from a Traditional Mathematics Curriculum to an Integrated Mathematics Curriculum on Student Mathematics Learning in Georgia Catherine Lynn Mallanda University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, and the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Mallanda, Catherine Lynn, "The Effects of Changing from a Traditional Mathematics Curriculum to an Integrated Mathematics Curriculum on Student Mathematics Learning in Georgia" (2011). Dissertations. 485. https://aquila.usm.edu/dissertations/485 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi THE EFFECTS OF CHANGING FROM A TRADITIONAL MATHEMATICS CURRICULUM TO AN INTEGRATED MATHEMATICS CURRICULUM ON STUDENT MATHEMATICS LEARNING IN GEORGIA by Catherine Lynn Mallanda Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2011 ABSTRACT THE EFFECTS OF CHANGING FROM A TRADITIONAL MATHEMATICS CURRICULUM TO AN INTEGRATED MATHEMATICS CURRICULUM ON STUDENT MATHEMATICS LEARNING IN GEORGIA by Catherine Lynn Mallanda December 2011 In 2005, the state of Georgia adopted a new integrated mathematics curriculum, the Georgia Performance Standards (GPS), which included a task-based approach for instruction. -
2019 October Proceedings of the Milwaukee Board of School Directors
BOARD OF SCHOOL DIRECTORS MILWAUKEE, WISCONSIN OCTOBER 10, 2019 Special meeting of the Board of School Directors called to order by President Miller at 6:30 p.m. Present — Directors Báez, Herndon, O’Halloran, Peterson, Phillips (6:32 p.m.), Siemsen, Taylor (7:07 p.m.), Woodward, and President Miller — 9. Absent — None — 0. The Board Clerk read the following call of the meeting: October 3, 2019 TO THE MEMBERS OF THE BOARD OF SCHOOL DIRECTORS: At the request of President Larry Miller, the following meeting is scheduled to take place in the Auditorium of the Central Services Building, 5225 West Vliet Street, Milwaukee, Wisconsin, for the consideration of the following item of business: Special Board Meeting 6:30 p.m., Thursday, October10, 2019 (or immediately following the meeting of the Committee on Student Achievement and School Innovation scheduled to begin at 5:30 p.m.) 1. Update with Possible Action Regarding Preliminary Survey Data and Action on the Charge of the Community Task Force Associated with Resolution 1920R-004 on Schools Our Students Deserve Executive Session Notice In regard to Item 2, below, the Board may retire to closed session pursuant to Wisconsin Statutes, §19.85(1)(b), which allows a governing body to go into a closed session for the purpose of dismissal, demotion, licensing or discipline of any public employee or person licensed by a board or commission or the investigation of charges against such person, or considering the grant or denial of tenure for a university faculty member, and the taking of formal action -
The Math Wars California Battles It out Over Mathematics Education Reform (Part II)
comm-calif2.qxp 6/12/97 4:27 PM Page 817 The Math Wars California Battles It Out over Mathematics Education Reform (Part II) Note: The first part of this article appeared in the June/July issue of the Notices, pages 695–702. The Numbers Battle examinations but also group assignments, long- “Show us the data, show us that this program term projects, and portfolios of work done over works,” demands Michael McKeown, the head of a period of time. Some also favor the idea of judg- Mathematically Correct, the San Diego-based ing the efficacy of curricular programs by criteria group critical of mathematics education reform. other than standardized tests, such as the num- McKeown makes his living in the data-driven ber and type of mathematics courses students field of biology, as a researcher at the Salk In- subsequently take. stitute and an adjunct faculty member at UC Such are the views in that portion of the math San Diego. One of the things he finds most vex- wars devoted to testing. The scramble to find ing about the reform is that it has been imple- numbers to support certain viewpoints has led mented without having been subject to large- to some questionable uses of data. For example, scale, well-designed studies to show that student the anti-reform group HOLD (Honest Open Log- achievement rises when the reform materials ical Debate on mathematics reform) recently cir- are used. He points out that what convinced culated an e-mail message containing data on the everyone that there is a problem in mathemat- Elementary Level Mathematics Examination, ics education was low scores on tests like the Na- which is administered in the California State tional Assessment of Educational Progress.