Complexity as a Discourse on School Mathematics Reform

2017 ◽  
pp. 75-88
Author(s):  
Brent Davis
Keyword(s):  
School Mathematics ◽  
Mathematics Reform

Students Generating Test Items: A Teaching and Assessment Strategy

1998 ◽  
Vol 91 (3) ◽  
pp. 198-202
Author(s):  
Victor U. Odafe
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Mathematics Reform ◽  
Evaluation Standards ◽  
Assessment Strategy ◽  
Test Items

The more students invest in their own learning process, the more they will learn. This widely documented view is supported by publications from the mathematics-reform community. For example, the National Research Council's (NRC) Moving beyond Myths (1991) and Everybody Counts (1989) and NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) have called for changes in the teaching and learning of mathematics.

The Portrayal of Parents in the School Mathematics Reform Literature: Locating the Context for Parental Involvement

1998 ◽  
Vol 29 (5) ◽  
pp. 555-582
Author(s):  
Dominic D. Peressini
Keyword(s):  
Mathematics Education ◽  
Parental Involvement ◽  
Education Reform ◽  
Research Agenda ◽  
School Mathematics ◽  
Mathematics Reform ◽  
Mathematics Educators ◽  
And Mathematics

In this article, using reform recommendations that call for parental involvement as a springboard, I provide an analysis of the positioning of parents in the school mathematics reform literature. Employing Foucault's (1980) conception of “regimes of truth,” I demonstrate how the literature has created the accepted discourse for mathematics education reform. I then argue that the professionalization of teachers has distanced parents from schools and led to conflict between parents and mathematics educators and that to reconcile this conflict, ways in which parents can be included in mathematics education must be considered. It is essential first, however, to understand issues central to involving parents in mathematics education. A research agenda for parental involvement in mathematics education is presented.

International Mathematical Education: High School Mathematics Reform in Greece

1966 ◽  
Vol 59 (7) ◽  
pp. 671-674
Author(s):  
C. B. Glavas
Keyword(s):  
High School ◽  
School Mathematics ◽  
Mathematical Education ◽  
Mathematics Reform ◽  
High School Mathematics ◽  
International Mathematical

In this article the school mathematics reform in Greece is examined. The exposition is on the present phase of the reform, which is limited to the lower cycle of the high school (ages twelve to fifteen).

Soundoff!–Teaching Applications: Will the Pendulum of Reform Swing Too Far?

1996 ◽  
Vol 89 (6) ◽  
pp. 450-451
Author(s):  
Peter L. Glidden
Keyword(s):  
High School ◽  
School Mathematics ◽  
Recent Experience ◽  
Mathematics Reform ◽  
Evaluation Standards ◽  
New Math ◽  
The Way

Before getting to the main point of this article, I need to make a confession: I am a product of the “new math.ȝ I had the “new math” from kindergarten all the way through high school. The “new math” influenced my understanding of what mathematics is and what doing mathematics means. Most of the time I am not conscious of this influence, but a recent experience made me nostalgic for two, interrelated ideas of the “new math.” I believe that these ideas are just as valid today as they were thirty years ago. More important, as the pendulum of school mathematics reform swings toward the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and away from any residual legacy of the “new math,” we need to retain these two ideas.

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