Improving Mathematics Education Resources for Decision Making (2001) / Chapter Skim
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7 Conclusion
7 Conclusion
Pages 40-46
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From page 40... ...
The tables do not contain all of the recommendations summarized in Improving Mathematics Education, let alone the entire set of recommendations across the eight documents. Empty cells in the table should not be construed as lack of support; the publication may actually address the particular issue but not make a direct recommendation.
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w _ it. ~ Hi,, A ~ — The documents that: ======== Emphasize problem solving x x x x Emphasize mathematical reasoning x x x x === x Suggest the use of technology in the x x x x x development of mathematical proficiency Advocate challenging mathematics for all x x students Advocate algebra and geometry early in x x x the curriculum Emphasize mathematics as sense making x x x Table 7-2 How Should We Teach?
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From page 42... ...
Advocate ongoing professional development x x x x x x Support programs for novice teachers x x x Emphasize the need for strong content x x x x x x knowledge on the part of teachers Promote K-12 partnerships to improve x x x teacher education Suggest that postsecondary educators assume more responsibility for x x preparing and developing teachers Table 7-4 How Do We Know That What We Are Doing Is Working? Recommendations in key categories =, ~ AS ° 1 =1 =1 °~1 =-1 =~1~O1~1 -, ~ ~ ~ =i m The documents that: Advocate using multiple ways to assess x _ student understanding x Emphasize the use of assessment to x x x support the learning of mathematics Caution about the implications of high- _ stakes assessments for instruction x _ v ;> 42 Improving Mathematics Education
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From page 43... ...
Every Child Mathematically Prof cient offers an action plan for changing mathematics education. The Mathematical Education of Teachers calls for "changing expectations for mathematical knowledge." Equity.
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While research findings in education are always open to further interpretation, it is increasingly clear that learning is a complex cognitive process that builds on prior knowledge and requires active engagement with new situations. As described in How People Learn, a growing body of knowledge suggests that learning is best accomplished when accompanied by conceptual knowledge and making sense of new concepts, with an emphasis on understanding.
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From page 45... ...
Systemic change requires new forms of partnerships to make the system more productive and to provide solutions that cut across the system components. Educating Teachers of Science, Mathematics, and Technology and The Mathematics Education of Teachers make strong statements about forming K-12 and university partnerships, involving mathematicians and scientists to improve teacher preparation and development (Table 7-3~.
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From page 46... ...
Adding It Up recommends that mathematics specialists provide support for K-8 teachers, and Principles and Standards calls for teacher-leaders throughout the system. Closing Comments Considering the overall mathematical landscape and potential directions necessary for improvement, the Mathematical Sciences Education Board recommends that educators use reports such as the ones described in this document to help them make informed decisions.
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