will be forced to abandon the self-contained classroom above the second or third
grade as far as mathematics is concerned. Now let us turn to a ... Probably the
most spectacular improvement in the K-XII mathematics curriculum in recent
years has been at the seventh- and eighth-grade levels. ... (At the ninth-grade
level, one is more likely to find teachers with something like Level II training or
even Level III training, especially if the school system involves a IX-XH high
school.) School ...
(At the ninth-grade level, one is more likely to find teachers with something like
Level II training or even Level III training, especially if the school system involves
a IX-XII high school.) School administrators are generally well aware of the ...
prefer a senior-high over a junior-high assignment and, given the current
shortage of mathematics teachers, are likely to be able to move out of the junior
high school after two or three years. There is, then, a real need for active
programs of Level II ...
15 MATHEMATICS FOR THE CONSUMER Florence S. Mitchell, McKinley High
School, and Veryl Schult, Public Schools, Washington, D. C 23 2. PROVIDING
DIFFERENTIATED CURRICULUMS IN SCHOOLS WHERE HOMOGENEOUS
GROUPING IS ... 33 A MATHEMATICS PROGRAM FOR GRADE XII Jackson B.
Adkins, Phillips Exeter Academy, Exeter, New Hampshire 41 3. PROVIDING
DIFFERENTIATED CURRICULUMS IN SCHOOLS WHERE HOMOGENEOUS
GROUPING IS ...
This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies. Continuing the discussion as begun in the two 2003 ZDM issues dedicated to qualitative empirical methods, this book presents astate of the art overview on qualitative research in mathematics education and beyond. The structure of the book allows the reader to use it as an actual guide for the selection of an appropriate methodology, on a basis of both theoretical depth and practical implications. The methods and examples illustrate how different methodologies come to life when applied to a specific question in a specific context. Many of the methodologies described are also applicable outside mathematics education, but the examples provided are chosen so as to situate the approach in a mathematical context.
In trying to provide scientific accounts of human phenomena, a method of enquiry
has to be devised. “Finding a ... In general, a method “is simultaneously a
prerequisite and product, a tool and a result of the research” (Vygotsky 1993, p.
27).
A clear need exists for substantial improvement in mathematics proficiency in U.S. schools. The RAND Mathematics Study Panel was convened to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel identified three areas for focused R&D: development of teachers' mathematical knowledge used in teaching; teaching and learning of skills needed for mathematical thinking and problem-solving; and teaching and learning of algebra from kindergarten through the 12th grade.
Given that the quality of instruction depends fundamentally on what teachers do
with students to develop their mathematical proficiency, and given that what
teachers can do depends fundamentally on their knowledge of mathematics, we
...
