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Intends to document the work of the Show-Me Project (1997-2007) and to highlight lessons learned about curriculum implementation. This title is suitable for readers such as state and district mathematics supervisors, middle grades mathematics teachers and administrators involved ...in curriculum reform, as well as mathematics teacher educators.
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A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, Iowa State University The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula. Most pre...vious evaluations have studied the impact of field-test versions of a curriculum. Since these innovative curricula were so new at the time of many of these studies, students and teachers were relative novices in their use. These earlier studies were mainly one year or less in duration. Students in the comparison groups were typically from schools in which some classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculum with all students as curriculum developers intended. This volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics: The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum that was used by all students in each of three schools. It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle school and high school. It monitored students mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation. Prior to the study, many of the teachers had one or more years of experience teaching the Standards-based curriculum and/or professional development focusing on how to implement the curriculum well. In the study, variations in levels of implementation of the curriculum are described and related to student outcomes and teacher behavior variables. Item data and all unpublished testing instruments from this study are available at www.wmich.edu/ cpmp/evaluation.html for use as a baseline of instruments and data for future curriculum evaluators or Core-Plus Math
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Proceedings of the Second International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC), held May 2-4, 2008 at The Field Museum and on the campus of the University of Chicago --Pref.
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A volume in Research in Mathematics EducationSeries Editor Barbara J. Dougherty, Iowa State UniversityMarketing description: Issues of language in mathematics learning and teaching are important for bothpractical and theoretical reasons. Addressing issues of language is crucial f...or improving mathematicslearning and teaching for students who are bilingual, multilingual, or learning English. These issues are alsorelevant to theory: studies that make language visible provide a complex perspective of the role of languagein reasoning and learning mathematics. What is the relevant knowledge base to consider when designingresearch studies that address issues of language in the learning and teaching of mathematics? Whatscholarly literature is relevant and can contribute to research? In order to address issues of language inmathematics education, researchers need to use theoretical perspectives that integrate current views ofmathematics learning and teaching with current views on language, discourse, bilingualism, and secondlanguage acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematicseducation by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designingresearch studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education(Moschkovich), Cultural-Historical-Activity Theory (Gutierrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), andassessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education anintroduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, thevolume provides useful and critical reviews of the literature as well as recommendations for moving forwa
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The CSMC is one of the National Science Foundation Centers for Learning and Teaching. This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).
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A volume in Research in Mathematics EducationSeries Editor Barbara J. Dougherty, Iowa State UniversityMarketing description: Issues of language in mathematics learning and teaching are important for bothpractical and theoretical reasons. Addressing issues of language is crucial f...or improving mathematicslearning and teaching for students who are bilingual, multilingual, or learning English. These issues are alsorelevant to theory: studies that make language visible provide a complex perspective of the role of languagein reasoning and learning mathematics. What is the relevant knowledge base to consider when designingresearch studies that address issues of language in the learning and teaching of mathematics? Whatscholarly literature is relevant and can contribute to research? In order to address issues of language inmathematics education, researchers need to use theoretical perspectives that integrate current views ofmathematics learning and teaching with current views on language, discourse, bilingualism, and secondlanguage acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematicseducation by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designingresearch studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education(Moschkovich), Cultural-Historical-Activity Theory (Gutierrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), andassessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education anintroduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, thevolume provides useful and critical reviews of the literature as well as recommendations for moving forwa
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A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, Iowa State University The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula. Most pre...vious evaluations have studied the impact of field-test versions of a curriculum. Since these innovative curricula were so new at the time of many of these studies, students and teachers were relative novices in their use. These earlier studies were mainly one year or less in duration. Students in the comparison groups were typically from schools in which some classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculum with all students as curriculum developers intended. This volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics: The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum that was used by all students in each of three schools. It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle school and high school. It monitored students mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation. Prior to the study, many of the teachers had one or more years of experience teaching the Standards-based curriculum and/or professional development focusing on how to implement the curriculum well. In the study, variations in levels of implementation of the curriculum are described and related to student outcomes and teacher behavior variables. Item data and all unpublished testing instruments from this study are available at www.wmich.edu/ cpmp/evaluation.html for use as a baseline of instruments and data for future curriculum evaluators or Core-Plus Math
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A volume in the series: Research in Mathematics Education. Series Editor(s): Barbara J. Dougherty, Iowa State UniversityIn response to No Child Let Behind, states have developed mathematics curriculum frameworks that outline their intended curriculum for grades K-8. While some ha...ve indicated that districts or individual schools may use their framework as a model for specific curricular programs, others have taken a more prescriptive or even mandatory stance. Collectively, these frameworks present a sense of the national mathematics program and what we expect students learn.This volume follows The Intended Curriculum as Represented in State Mathematics Curriculum Standards: Consensus or Confusion? (Reys). While the Reys volume focused on number and operations, algebra and reasoning strands, the Smith volume analyzes geometry, measurement, probability, and statistics strands. It also presents an analysis what verbs used tell us about the cognitive demand of grade level expectations. This volume, even more than the Reys volume, emphasizes the theme of variability in the content, expression, and clarity of grade level expectations across the states.As the nation moves toward implementation of the Common Core Standards, this volume highlights some of the challenges teachers and other school personnel face in interpreting mathematics grade-level standards as goals for classroom teaching. The shift from 50 state standards to one document does not resolve this basic challenge.
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Proceedings of the Second International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC), held May 2-4, 2008 at The Field Museum and on the campus of the University of Chicago --Pref.
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A volume in Research in Mathematics EducationSeries Editor Barbara J. Dougherty, Iowa State UniversityIn response to No Child Let Behind, states have developed mathematics curriculumframeworks that outline their intended curriculum for grades K-8. While some haveindicated that di...stricts or individual schools may use their framework as a model forspecific curricular programs, others have taken a more prescriptive or even mandatorystance. Collectively, these frameworks present a sense of the national mathematicsprogram and what we expect students learn.This volume follows The Intended Curriculum as Represented in State MathematicsCurriculum Standards: Consensus or Confusion? (Reys). While the Reys volume focused on number and operations, algebra and reasoning strands, the Smith volume analyzes geometry, measurement, probability, and statistics strands. It alsopresents an analysis what verbs used tell us about the cognitive demand of grade level expectations. This volume, evenmore than the Reys volume, emphasizes the theme of variability in the content, expression, and clarity of grade levelexpectations across the states.As the nation moves toward implementation of the Common Core Standards, this volume highlights some of the challengesteachers and other school personnel face in interpreting mathematics grade-level standards as goals for classroom teaching.The shift from 50 state standards to one document does not resolve this basic challenge.
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