Daniel Heck; Eric Banilower; Iris Weiss; Sharyn Rosenberg
Enacting the vision of NCTM's Principles and Standards for School Mathematics depends on effective teacher professional development. This 7-year study of 48 projects in the National Science Foundation’s Local Systemic Change Through Teacher Enhancement Initiative investigates the relationship between professional development and teachers’ attitudes, preparedness, and classroom practices in mathematics.
Valerie Henry; Richard Brown
California is
one of four states that have accelerated addition and subtraction basic-facts memorization.
This article reports on teacher practices, first-grade achievement of the
standard, and a broader conception of basic-facts competence.
Thomas Post; Michael Harwell; Jon Davis; Yukiko Maeda; Arnie Cutler; Edwin Andersen; Jeremy Kahan; Ke Norman
This study examined
achievement patterns of middle school students enrolled in Standards-based curricula,
in particular those curricula that were funded from a solicitation of proposals
through the National Science Foundation (NSF) in the early 1990s (NSF RFP
91-100).
Jon Star; Kuo-Liang Chang
Review Looking Inside Chinese Mathematics Education: A Review of How Chinese Learn Mathematics: Perspectives from Insiders How Chinese Learn Mathematics: Perspectives from Insiders. Lianghuo Fan, Ngai-Ying Wong, Jinfa Cai, and Shiqi Li (Eds.). (2004). Singapore: World Scientific Publishing, 592 pp. ISBN 981-256-014-9 $8