Federal funds for the improvement of mathematics education

1965 ◽  
Vol 12 (6) ◽  
pp. 496-499
Author(s):  
Joseph H. Scandura ◽  
Donovan A. Johnson ◽  
Gladys M. Thomason
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Federal Funds ◽  
Elementary And Secondary Education ◽  
School Planning ◽  
Mathematics Educators ◽  
Subject Areas ◽  
Education Act ◽  
And Mathematics

Congress has authorized a large sum of money for the improvement of education by passing the Elementary and Secondary Education Act of 1965. Since these funds will be available for projects in all subject areas, teachers and mathematics educators should make every effort to see that school planning makes provision for improved mathematics programs. This can be done by providing school and state leaders with the necessary information and statements of need which can be incorporated into their requests for funds.

Federal funds for the improvement of mathematics education

1965 ◽  
Vol 58 (6) ◽  
pp. 551-554
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Federal Funds ◽  
Elementary And Secondary Education ◽  
School Planning ◽  
Mathematics Educators ◽  
Subject Areas ◽  
Education Act ◽  
And Mathematics

Congress has authorized a large sum of money for the improvement of education by passing the Elementary and Secondary Education Act of 1965. Since these funds will be available for projects in all subject areas, teachers and mathematics educators should make every effort to see that school planning makes provision for improved mathematics programs. This can be done by providing school and state leaders with the necessary information and statements of need which can be incorporated into their requests for funds.

Radical Constructivism and Mathematics Education

1994 ◽  
Vol 25 (6) ◽  
pp. 711-733 ◽  
Author(s):  
Leslie P. Steffe ◽  
Thomas Kieren
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Cognitive Development ◽  
Mathematics Education Research ◽  
School Mathematics ◽  
Reform Movement ◽  
Radical Constructivism ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Research In Mathematics Education

Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld's presentation of radical constructivism to the Jean Piaget Society in Philadelphia in 1975. Third, we mark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & von Glasersfeld, 1980; von Glasersfeld, 1981). Fourth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.

The States’ Role in Improving Compensatory Education: Analysis of Current Trends and Suggestions for the Future

1991 ◽  
Vol 13 (4) ◽  
pp. 339-344 ◽  
Author(s):  
Virginia R. L. Plunkett
Keyword(s):  
Secondary Education ◽  
Title I ◽  
Program Improvement ◽  
Compensatory Education ◽  
New Era ◽  
Elementary And Secondary Education ◽  
Current Trends ◽  
The Future ◽  
Education Act

The passage of Title I of the Elementary and Secondary Education Act in 1965 set the stage for a new era of state leadership in improving compensatory education. This article traces the development of state leadership in implementing the Title I/Chapter 1 program quality mandate up to 1988, when Congress added procedural and accountability requirements to make “program improvement” the centerpiece of the new legislation. It continues by describing the challenges now facing the states in implementing the program improvement process and how they are being met, and it concludes with suggestions for the future.

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