Mathematics is the key to opportunity. No longer only the language of science, mathematics is now essential to business, finance, health, and defense. Yet because of the lack of mathematical literacy, many students are not prepared for tomorrow's jobs. Everybody Counts suggests solutions. Written for everyone concerned about our children's education, this book discusses why students in this country do not perform well in mathematics and outlines a comprehensive plan for revitalizing mathematics education in America, from kindergarten through college. single copy, $8.95; 2-9 copies, $7.50 each; 10 or more copies, $6.95 each (no other discounts apply) Table of Contents <ul>
<li>FRONT MATTER</li>
<li>OPPORTUNITY</li>
<li>HUMAN RESOURCES</li>
<li>MATHEMATICS</li>
<li>CURRICULUM</li>
<li>TEACHING</li>
<li>CHANGE</li>
<li>ACTION</li>
<li>REFERENCES</li>
</ul>

Everybody Counts: A Report to the Nation on the Future of Mathematics Education

Science & Math

Mathematical Sciences Education Board

Board on Mathematical Sciences and Their Applications

National, Research Council

Mathematics

National Academies Press

The United States must restructure mathematics education--both what is learned and the way it is taught--if children are to develop the mathematical knowledge and skills they will need to be personally and professionally competent in the twenty-first century. Joining the recent reports that have opened a national dialogue on these issues, Reshaping School Mathematics focuses discussion on essential ideas that transcend details of current curricula or assessment results. It examines changing perspectives on the role of mathematics in society and changing practice in the use of technology--particularly calculators and computers--in mathematics education. Table of Contents <ul>
<li>Front Matter</li>
<li>A Rationale for Change</li>
<li>A Practical Philosophy</li>
<li>Redesign from a Technological Perspective</li>
<li>Redesign from a Research Perspective</li>
<li>A Framework for Change</li>
<li>References</li>
<li>Credits</li>
</ul>

Reshaping School Mathematics: A Philosophy and Framework for Curriculum

What mathematics should be learned by today's young people as well as tomorrow's workforce? On the Shoulders of Giants is a vision of richness of mathematics expressed in essays on change, dimension, quantity, shape, and uncertainty, each of which illustrate fundamental strands for school mathematics. These essays expand on the idea of mathematics as the language and science of patterns, allowing us to realize the importance of providing hands-on experience and the development of a curriculum that will enable students to apply their knowledge to diverse numerical problems. Table of Contents <ul>
<li>Front Matter</li>
<li>Pattern</li>
<li>Dimension</li>
<li>Quantity</li>
<li>Uncertainty</li>
<li>Shape</li>
<li>Change</li>
<li>Biographies</li>
<li>Index</li>
</ul>

On the Shoulders of Giants: New Approaches to Numeracy

Over the next decade, the mathematical community and the nation's colleges and unversities must restructure fundamentally the culture, content, and context of undergraduate mathematics. Acknowledging the weaknesses in the present college mathematics curriculum and the ways in which it is taught, this book cites exemplary programs that point the way toward achieving the same world-wide preeminence for mathematics education that the United States enjoys in mathematical research. Moving Beyond Myths sets forth ambitious goals for collegiate mathematics by the year 2000 and provides a sweeping plan of action to accomplish them. It calls on mathematics faculty, their departments, their professional societies, colleges and universities, and government agencies to do their parts to implement the plan, help the public move beyond commonly held myths about mathematics, and bring about a revitalization of undergraduate mathematics. Table of ContentsFRONT MATTERTHE CHALLENGETHE MYTHSBEHIND THE MYTHSFACING THE MYTHSMOVING BEYOND MYTHSMATHEMATICS BEYOND MYTHSEVIDENCE AND DOCUMENTATIONAPPENDIX

Moving Beyond Myths: Revitalizing Undergraduate Mathematics

Committee on the Mathematical Sciences in the Year 2000

Glimpse the future of mathematics assessment in Measuring Up This book features 13 classroom exercises for fourth grade students that demonstrate the dramatic meaning of inquiry, performance, communication, and problem solving as standards for mathematics education. Policymakers, education leaders, classroom teachers, university-based educators, and parents can learn from the use of these genuine mathematics problems to challenge and prepare students for the future. single copy, $10.95; 2-9 copies, $8.50 each; 10 or more copies, $6.95 each (no other discounts apply) Table of Contents <ul>
<li>Front Matter</li>
<li>Introduction</li>
<li>The Challenge</li>
<li>The Criteria</li>
<li>The Caveats</li>
<li>The Audience</li>
<li>The Prototypes</li>
<li>The Tryouts</li>
<li>The Format</li>
<li>The Protorubrics</li>
<li>The Standards</li>
<li>The Future</li>
<li>The Prototypes</li>
<li>Mystery Graphs</li>
<li>The Checkers Tournament</li>
<li>Bridges</li>
<li>Hexarights</li>
<li>Bowl-A-Fact</li>
<li>Point of View</li>
<li>The Quilt Designer</li>
<li>How Many Buttons?</li>
<li>The Taxman</li>
<li>Lightning Strikes Again</li>
<li>Comparing Grizzly Bears and Black Bears</li>
<li>The Towers Problem</li>
<li>The Hog Game</li>
<li>Resources</li>
<li>Mathematical Sciences Education Board</li>
<li>Credits</li>
</ul>

Measuring Up: Prototypes for Mathematics Assessment

To achieve national goals for education, we must measure the things that really count. Measuring What Counts establishes crucial research- based connections between standards and assessment. Arguing for a better balance between educational and measurement concerns in the development and use of mathematics assessment, this book sets forth three principles--related to content, learning, and equity--that can form the basis for new assessments that support emerging national standards in mathematics education. Table of Contents <ul>
<li>Front Matter</li>
<li>Executive Summary</li>
<li>1 A Vision of School Mathematics</li>
<li>2 A Vision of Mathematics Assessment</li>
<li>3 Assessing Important Mathematical Content</li>
<li>4 Assessing to Support Mathematics Learning</li>
<li>5 Assessing to Support Equity and Opportunity in Mathematics Learning</li>
<li>6 Evaluating Mathematics Assessment</li>
<li>Commissioned Papers</li>
<li>Study Group on Guidelines for Mathematics Assessment</li>
<li>MSEB Members</li>
</ul>

Measuring What Counts: A Conceptual Guide for Mathematics Assessment

Measuring What Counts: A Policy Brief provides highlights of the main volume in the context of implications for educational policy.

Measuring What Counts: A Policy Brief

The MSEB, with generous support and encouragement from the Carnegie Corporation of New York, seeks to bring discussion of assessment to school-and district-based practitioners through an initiative called Assessment in Practice (AIP). Originally conceived as a series of "next steps" to follow the publication of Measuring Up and For Good Measure, the project, with assistance from an advisory board, developed a publication agenda to provide support to teachers and others directly involved with the teaching and assessment of children in mathematics classrooms at the elementary, middle, and high school levels. In a series of three booklets, AIP presents an exploration of issues in assessment. The first booklet, Learning About Assessment, Learning Through Assessment discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. The second, Assessment in Support of Instruction, makes a case for aligning assessments with state and district curriculum frameworks and examines ways in which states have shifted their curriculum frameworks and related state assessment programs to reflect the NCTM Standards and other perspectives. The third booklet, Keeping Score, discusses issues to be considered while developing high quality mathematics assessments. This series is specifically designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists.

Learning About Assessment, Learning Through Assessment (Compass Series)

Driscoll, Mark

Bryant, Deborah

High School Mathematics at Work: Essays and Examples for the Education of All Students

Traditionally, vocational mathematics and precollege mathematics have been separate in schools. But the technological world in which today's students will work and live calls for increasing connection between mathematics and its applications. Workplace-based mathematics may be good mathematics for everyone. High School Mathematics at Work illuminates the interplay between technical and academic mathematics. This collection of thought-provoking essays--by mathematicians, educators, and other experts--is enhanced with illustrative tasks from workplace and everyday contexts that suggest ways to strengthen high school mathematical education. This important book addresses how to make mathematical education of all students meaningful--how to meet the practical needs of students entering the work force after high school as well as the needs of students going on to postsecondary education. The short readable essays frame basic issues, provide background, and suggest alternatives to the traditional separation between technical and academic mathematics. They are accompanied by intriguing multipart problems that illustrate how deep mathematics functions in everyday settings--from analysis of ambulance response times to energy utilization, from buying a used car to "rounding off" to simplify problems. The book addresses the role of standards in mathematics education, discussing issues such as finding common ground between science and mathematics education standards, improving the articulation from school to work, and comparing SAT results across settings. Experts discuss how to develop curricula so that students learn to solve problems they are likely to encounter in life--while also providing them with approaches to unfamiliar problems. The book also addresses how teachers can help prepare students for postsecondary education. For teacher education the book explores the changing nature of pedagogy and new approaches to teacher development. What kind of teaching will allow mathematics to be a guide rather than a gatekeeper to many career paths? Essays discuss pedagogical implication in problem-centered teaching, the role of complex mathematical tasks in teacher education, and the idea of making open-ended tasks--and the student work they elicit--central to professional discourse. High School Mathematics at Work presents thoughtful views from experts. It identifies rich possibilities for teaching mathematics and preparing students for the technological challenges of the future. This book will inform and inspire teachers, teacher educators, curriculum developers, and others involved in improving mathematics education and the capabilities of tomorrow's work force. Table of Contents <ul>
<li>Front Matter</li>
<li>Introduction</li>
<li>Part One: Connecting Mathematics with Work and Life</li>
<li>Part Two</li>
<li>Part Three: Curricular Considerations</li>
<li>Part Four: Implications for Teaching and Teacher Education</li>
<li>Part Five: Epilogue</li>
<li>Appendix A</li>
<li>Appendix B</li>
<li>Index</li>
</ul>

Staff, National Research Council

Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.

Keeping Score (Assessment in Practice)

Center for Science, Mathematics, and Engineering Education

Shannon, Ann

Reference

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