National Reform of Mathematics Teaching: The Contrast Between China and the United States

2001 ◽  
Vol 46 (1) ◽  
pp. 51-53
Author(s):  
Martin Simon
Keyword(s):  
United States ◽  
Mathematics Teaching ◽  
The United States

Mathematics Teaching in the United States Today (and Tomorrow): Results From the TIMSS 1999 Video Study

2005 ◽  
Vol 27 (2) ◽  
pp. 111-132 ◽  
Author(s):  
James Hiebert ◽  
James W. Stigler ◽  
Jennifer K. Jacobs ◽  
Karen Bogard Givvin ◽  
Helen Garnier ◽  
...  
Keyword(s):  
United States ◽  
Mathematics Teaching ◽  
The United States ◽  
Video Study ◽  
United States Today

Forum on teacher preparation: Development of elementary school mathematics teaching in the United States

1970 ◽  
Vol 17 (5) ◽  
pp. 428-437
Author(s):  
Francis J. Mueller ◽  
Paul C. Burns
Keyword(s):  
United States ◽  
Elementary School ◽  
Teacher Preparation ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
The United States ◽  
School Mathematics ◽  
Elementary School Mathematics

The methods component of mathematics education in the United States has seldom been static. Particularly interesting is the cyclic nature of recurring issues and their varying proposed soltllions.

Bilingual Education: What Role for Mathematics Teaching?

1980 ◽  
Vol 27 (8) ◽  
pp. 14-17
Author(s):  
C. James Lovett
Keyword(s):  
United States ◽  
Social Studies ◽  
Language Development ◽  
Language Arts ◽  
Bilingual Education ◽  
Mathematics Teaching ◽  
The United States ◽  
Bilingual Programs ◽  
Mathematics Educators

The first bilingual schools in the United States were established prior to 1850 (Andersson and Boyer 1970) and bilingual education has existed in some form since that time. In recent years the field has expanded greatly and the literature on bilingual education has increased correspondingly, most of it focusing on general issues of language development and on the specific areas of language arts, reading, and social studies. Very little has been written specifically on the role of mathematics in bilingual classrooms. Not only must interested teachers search for isolated bits and pieces of information, but they also frequently discover that mathematics educators in many cases have been left out of the planning and implementation of bilingual programs.

Should the U.S. Emulate Singapore's Education System to Achieve Singapore's Success in the TIMSS?

2000 ◽  
Vol 5 (6) ◽  
pp. 345-347
Author(s):  
Ramakrishnan Menon
Keyword(s):  
United States ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Eighth Graders ◽  
The United States ◽  
Asian Countries ◽  
Mathematics Teaching And Learning ◽  
Students Success ◽  
The U.S

Since the release of the timss results, a call has been issued to emulate the curriculum, if not the educational practices, of Asian countries that have done well on the TIMSS. California has even stated that its “new” mathematics curriculum will be fashioned after the “rigorous” Singapore mathematics curriculum. Before endorsing such views, it would be instructive to look at some possible reasons that Singapore's eighth graders performed so well in the TIMSS and some possible implications. I list five possible reasons for Singapore students' success in the eighth-grade TIMSS and ask the reader to reflect on the implications to mathematics teaching and learning in the United States under “Questions to ponder.”

Mathematics Teaching in the United States Today (and Tomorrow): Results from the TIMSS 1999 Video Study

2006 ◽  
Vol 37 (2) ◽  
pp. 152
Author(s):  
Annie Selden ◽  
John Selden ◽  
James Hiebert ◽  
James W. Stigler ◽  
Jennifer K. Jacobs ◽  
...  
Keyword(s):  
United States ◽  
Mathematics Teaching ◽  
The United States ◽  
Video Study ◽  
United States Today

A Study of Early Childhood Mathematics Teaching in the United States and China

2015 ◽  
Vol 26 (3) ◽  
pp. 450-478 ◽  
Author(s):  
Xia Li ◽  
Liping Chi ◽  
Mary DeBey ◽  
Arthur J. Baroody
Keyword(s):  
United States ◽  
Early Childhood ◽  
Mathematics Teaching ◽  
The United States ◽  
Early Childhood Mathematics

One Point Of View: The Shadows of Mathematics

1993 ◽  
Vol 40 (8) ◽  
pp. 428-429
Author(s):  
Alfinio Flores
Keyword(s):  
United States ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
The United States ◽  
Point Of View ◽  
Discovery Learning ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Shed Light

My first glimpse of mathematics teaching in the United States was through conf ercnces and work hops in Mexico conducted by Donovan Johnson. How lively and enjoyable the learning and teaching of mathematics. could be! My vision was expanded when I became a member of the ational Council of Teachers of Mathematic and eagerly read the Mathematics Teacher, the Arirhmeric Teacher. the yearbooks, and other NCTM publications. What a wealth of ideas, what richness of approaches-discovery learning. mathematics laboratorie. games. activities with manipulative, applications. The myriad ways to con truct meaning!. shed light on the learning and teaching of mathematics. I expected that in the United States thi wealth of information would be reflected in the teaching of mathematics.

In My Opinion: Making it Accessible: What U.S. Teachers Should Know about Japanese Mathematics Teaching and Schooling

2008 ◽  
Vol 14 (7) ◽  
pp. 387-388
Author(s):  
Bryan Moseley ◽  
Yukari Okamoto
Keyword(s):  
United States ◽  
School System ◽  
Mathematics Teaching ◽  
Test Scores ◽  
Teaching Practices ◽  
The United States ◽  
School Systems ◽  
Working Models ◽  
School Year ◽  
The World

Much research has been conducted comparing education in the United States with education in Asian nations, such as Japan, but just how much of this research has been of real use to teachers in the United States? We believe that despite the significant amount of impressive research that has been done analyzing Japanese teaching practices, the manner in which these important findings have been reported to teachers has been largely ineffective. This is unfortunate, because one of the unique strengths of crossnational research is that it provides intact working models of successful practices. Japan is particularly important in this respect because, in many ways, it represents one of the most successful models of constructivist mathematics teaching in the world. We believe that this information is not pursued by U.S. teachers for two general reasons. First, research studies frequently couch results in terms of U.S. deficits. Although we believe these results to be accurate and important, it is difficult for teachers in the United States to compare themselves to teachers in Japan when much of the research that is available makes the persistent lament that U.S. teachers and their students are underachievers. Second, we believe that although important differences exist between Japanese and U.S. school systems (e.g., length of the school year, total time spent on mathematics), the truth is that teachers in both nations have a great deal to learn from each other in terms of the successful practices they use. An unfortunate consequence of the focus on test scores is that school system differences have been mistakenly conflated with teaching practices. This has led to the propagation of several myths about Japanese practices that U.S. teachers tend to cite as evidence of the unsuitability of Japanese practices for U.S. classrooms. We believe that U.S. teachers should separate differences in school systems from differences in teaching practices that could be beneficial to teachers in both nations.

The Collaboration Conundrum between School Librarians and Mathematics Teachers

Libri ◽  
2014 ◽  
Vol 64 (2) ◽  
Author(s):  
Mega M. Subramaniam ◽  
Ann Ryu Edwards
Keyword(s):  
United States ◽  
School District ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
School Librarians ◽  
Structural Support ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

AbstractWith the unveiling in the United States of the Common Core State Standards for Mathematics that value inquiry, cross-curricular connections, and the use of technology in instruction, school librarians may be best positioned to collaborate with mathematics teachers to instill these practices into mathematics teaching and learning. However, the mathematics curriculum is often perceived as challenging or even impossible for librarians to connect with. Consequently, such collaboration is often not pursued by either party. This paper examines the factors that shape or hinder collaboration between school librarians and mathematics teachers. Semi-structured interviews were conducted with mathematics teachers, school librarians, and school leaders in four middle schools in a highly resourced school district in the mid Atlantic region of the United States. We find several factors that influence the nature and opportunities for collaboration, including: perception; comfort with technology; institutional structures; testing pressure; and knowledge about mathematics teaching and learning. Our analysis reveals pivotal transformations that need to take place in order to strengthen the collaborative relationship between these two domains: (1) changes in the perceptions mathematics teachers and school librarians have of each other, and of various aspects of technology integration in mathematics teaching and learning and collaborative relationships; (2) enhanced structural support at the school district level; and (3) enhanced structural support at the school level to support collaboration. By examining the connections and contexts of these emerging themes from our study, we reveal the impact that school librarians can have in mathematics learning in middle schools.

Observations on the teaching of mathematics in the United States

1958 ◽  
Vol 51 (3) ◽  
pp. 194-196
Author(s):  
Caleb Gattegno
Keyword(s):  
United States ◽  
Mathematics Teaching ◽  
The United States ◽  
Mathematical Instruction ◽  
Current Events ◽  
Teaching Of Mathematics

A visitor to the United States sets forth his impressions of some current events in mathematics teaching and enumerates some important problems in mathematical instruction.

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