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Department of Education, and other education organizations. The committee was looking for documents that were national in scope, addressed more than one aspect related to K–12 mathematics, and were accessible to educators working to improve mathematics education.

Eight documents form the basis for this report. The following documents are reviewed:

  • Principles and Standards for School Mathematics

  • Adding It Up: Helping Children Learn Mathematics

  • How People Learn: Brain, Mind, Experience, and School

  • Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21 st Century

  • Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium

  • The Mathematical Education of Teachers

  • High Stakes: Testing for Tracking, Promotion, and Graduation

  • Every Child Mathematically Proficient: An Action Plan of the Learning First Alliance

The authoring groups for the reports in Improving Mathematics Education represent a range of constituencies and viewpoints. Four of the reports were produced by the National Research Council, whose report process is characterized by the deliberate inclusion of balanced viewpoints in committee composition and report review. A fifth report, Principles and Standards for School Mathematics, was produced by the National Council of Teachers of Mathematics, which used Association Review Groups to gather input to the report and reactions to a draft version. These Association Review Groups were convened by organizations representing different facets of mathematics and mathematics education. The NCTM process of seeking and incorporating diverse input was reviewed by an NRC committee and judged to be exemplary. An open process of public hearings and testimony led to a sixth report, which was produced by the Glenn Commission a body appointed by the United States Department of Education. After a lengthy process of review and commentary, The Mathematics Education of Teachers report was produced by the Conference Board on Mathematical Sciences, an organization of professional mathematical associations. The Learning First Alliance report was produced by a group that represents a broad consortium of public policy groups concerned about mathematics education.

This collection of works represents a variety of perspectives and opinions within the mathematics community but, because there are many and substantially different perspectives, it does not necessarily represent a full range of views. Each report represents a negotiated consensus achieved through the consideration of diverse perspectives.

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