Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how weâ€™re teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre--kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society. Table of Contents <ul>
<li>Front Matter</li>
<li>Overview</li>
<li>Introduction</li>
<li>What Does It Mean to Be Successful in Mathematics?</li>
<li>How Does School Mathematics Need to Change for All Students to Become Mathematically Proficient?</li>
<li>What Can Parents and Caregivers Do?</li>
<li>What Can Teachers Do?</li>
<li>What Can Administrators Do?</li>
<li>What Can Policy Makers Do?</li>
<li>Notes and Credits</li>
</ul>

Helping Children Learn Mathematics

Education & Teaching

Kilpatrick, Jeremy

Swafford, Jane

Schools & Teaching

National Academies Press

In the mid- 1970s the curriculum development boom in mathematics was to end almost as rapidly as it had begun. In this book the authors, who come from countries with differing educational traditions and patterns, consider these developments in their historical, social and educational context. They give not only a descriptive account of developmental work in a variety of countries, its aims and the patterns of management utilised, but also attempt to identify trends and characteristics and thus provide a theoretical base for criticism and analysis. The reader will find numerous case studies, including extracts from such renowned authors as Bruner, Dieudonne and Piaget.

Curriculum Development in Mathematics

Science & Math

Howson, Geoffrey

Keitel, Christine

Mathematics

Cambridge University Press

SIERPINSKA MATHEMATICS EDUCATI,

Sierpinska, Anna

Springer

Academic Preparation in Mathematics: Teaching for Transition from High School to College

College Board

This book gives advice on making changes to ordinary problems or situations that encourage students to connect thinking and mathematics.

Thinking Through Mathematics: Fostering Inquiry and Communication in Mathematics Classrooms

Silver, Edward A.

Schlesinger, Beth

Reference

Estimating Causal Effects Using Experimental and Observational Designs

Schneider, Barbara

Carnoy, Martin

Shavelson, Richard J.

Schmidt, William H.

Amer Educational Research Assn

No one disputes how important it is, in today's world, to prepare students to un­ derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda­ mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in socially established and culturally, politically, and economically justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci­ plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela­ tions between the teacher and the taught, and other general problems in the inter­ face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.

Mathematics Education as a Research Domain: A Search for Identity: An ICMI Study Book 1 (Institute for Amorphous Studies Series)

Mathematics Education as a Research Domain: A Search for Identity: An ICMI Study Book 1 (New ICMI Study Series)

In 1978, in the foreword to Weeding and Sowing: A Preface to a Science of Mathematics Education, Hans Freudenthal wrote that his book is a preface to a science that does not exist. Almost 20 years later, does his claim still hold true? The present book is the result of the reflection of many individuals in mathematics education on this and related questions. Is mathematics education a science? Is it a discipline? In what sense? What is its place within other domains of research and academic disciplines? What accounts for its specificity? In the book, the reader will find a range of possible answers to these questions, a variety of analyses of the actual directions of research in different countries, and a number of visions for the future of research in mathematics education. The book is a result of an ICMI Study, whose theme was formulated as: What is Research in Mathematics Education and What are Its Results?'. One important outcome of this study was the realization of the reasons for the difficulty of the questions that the study was posing, leading possibly to a set of other questions, better suited to the actual concerns and research practices of mathematics education researchers. The book addresses itself to researchers in mathematics education and all those working in their neighborhood who are concerned with the problems of the definition of this new scientific domain emerging at their borders.

Mathematics Education as a Research Domain: A Search for Identity: An ICMI Study Book 2 (Glaukom)

See the best price to sell, buy, or rent books by Kilpatrick, Jeremy. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Kilpatrick, Jeremy