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Volume 1: Research Syntheses
According to NCTM’s Principles and Standards for School mathematics, "Technology is essential in teaching and learning of mathematics; it influences the mathematics that is taught and it enhances students’ learning.” How does research inform this clarion call for technology in mathematics teaching and learning? In response to the need to craft appropriate roles for technology in school mathematics new technological approaches have been applied to the teaching and learning of mathematics, and these approaches have been examined by researchers world-wide. The first volume provides insight into what research suggests about the nature of mathematics learning in technological environments. ...
Mathematical Understanding for Secondary Teaching
A perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for tea...
Volume 2: Cases and Perspectives
(Published in Co-operation with the National Council of Teacher of Mathematics) According to NCTM's Principles and Standards for School Mathematics, "Technology is essential in teaching and learning of mathematics; it influences the mathematics that is taught and it enhances students' learning." How does research inform this clarion call for technology in mathematics teaching and learning? In response to the need to craft appropriate roles for technology in school mathematics new technological approaches have been applied to the teaching and learning of mathematics, and these approaches have been examined by researchers world-wide. The second volume has a dual focus: cases and perspectives. ...
The Nature and Role of Algebra in the K-14 Curriculum
With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the "standards movement" in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the principles and implications of standards-based reform. One of the main tenets in the NCTM Standards is commitment to providing high-quality mathematical experiences to all students. Another feature of the Standards is emphasis on development of specific mathe...
Second Handbook of Research on Mathematics Teaching and Learning
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned ...
Facilitator's Guidebook for Use of Mathematics Situations in Professional Learning
The depth and breadth of a mathematics teacher’s understanding of mathematics matter most as the teacher engages in the daily work of teaching. One of the major challenges to teachers is to be ready to draw on the relevant mathematical ideas from different areas of the school curriculum and from their postsecondary mathematics experiences that can be helpful in explaining ideas to students, making instructional decisions, creating examples, and engaging in other aspects of their daily work. Being mathematically ready and confident requires teachers to engage in ongoing professional learning that helps them to connect mathematics to events like those they live on a daily basis. The purpose ...
Results from the Sixth Mathematics Assessment of the National Assessment of Educational Progress
The National Assessment of Educational Progress (NAEP) provides data about what children know and can do with the goal of using this information to improve education. This book contains interpretive reports based on results from the mathematics assessments conducted by the NAEP regarding: (1) the cognitive performance of students at grades 4, 8, and 12 on multiple-choice, regular constructed-response, and extended constructed response items; (2) students' responses to a variety of background questions dealing with their beliefs and feelings toward mathematics and their participation in various forms of classroom activity; and (3) teachers' responses to various background questions dealing wi...
Encyclopedia of Mathematics Education
This single-volume reference is designed for readers and researchers investigating national and international aspects of mathematics education at the elementary, secondary, and post-secondary levels. It contains more than 400 entries, arranged alphabetically by headings of greatest pertinence to mathematics education. The scope is comprehensive, encompassing all major areas of mathematics education, including assessment, content and instructional procedures, curriculum, enrichment, international comparisons, and psychology of learning and instruction.
