What's Going On…

1976 ◽  
Vol 23 (2) ◽  
pp. 103-104
Keyword(s):  
Mathematics Education ◽  
Curriculum Reform ◽  
Financial Support ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
Current Status ◽  
Education Evaluation ◽  
National Science ◽  
Mathematical Sciences ◽  
K 12

The National Advisory Committee On Mathematics Education (NACOME) with financial support from the National Science Foundation, has assembled an extensive review of the current status of mathematics education–its objectives, current and innovative practices, and attainments–for grades K-12. The scope of this review is indicated by the chapter titles: Mathematics Curriculum Reform 1955-1975, Current Programs and Issues, Patterns of Instruction, Teacher Education Evaluation, Recommen ations and Perspectives. Single copies of this report, Over view and Analys is of School Mathematics, Grades K-12, are now available without charge from the Conference Board of the Mathematical Sciences Suite 832, 2100 Pennsylvania Avenue, N.W., Washington, D.C. 20037.

The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course

2009 ◽  
Vol 46 (1) ◽  
pp. 203-231 ◽  
Author(s):  
Michael Harwell ◽  
Thomas R. Post ◽  
Arnie Cutler ◽  
Yukiko Maeda ◽  
Edwin Anderson ◽  
...  
Keyword(s):  
High School ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
University Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
K 12 ◽  
Mathematics Course

The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation–funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area.

Sound Off! Mathematics Curricula and Guinea Pigs

2001 ◽  
Vol 94 (1) ◽  
pp. 6-7
Author(s):  
Robert Reys
Keyword(s):  
Mathematics Education ◽  
Guinea Pigs ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
Curriculum Materials ◽  
Education Community ◽  
National Media ◽  
National Science ◽  
Mathematics Curricula

Today Standards-based mathematics curricula are often discussed. In this commentary, Standardsbased refers to mathematics curriculum materials that are designed to address the content and pedagogy guidelines outlined in the NCTM's Standards documents (NCTM 1989, 1991, 2000). Standardsbased mathematics curricula projects funded by the National Science Foundation (NSF) are available for use in schools and have sparked serious disagreements about what and how mathematics should be taught in schools. Charges and countercharges have been made (Becker and Jacob 2000; Kilpatrick 1997; Wu 1997). Ads in prominent media have served as outlets to polarize those with opposing viewpoints. They have also brought an unprecedented level of national attention to mathematics education. Strategies for improving the mathematics learning of our children have long been debated and researched within the mathematics education community. However, the recent organized use of national media outlets to broadcast disagreements has created an unhealthy and unproductive atmosphere.

The National Science Foundation and Curriculum Reform

1981 ◽  
Vol 45 (4) ◽  
pp. 455-470
Author(s):  
Grace Disantolo-Pellicano ◽  
Roy R. Pellicano
Keyword(s):  
Curriculum Reform ◽  
National Science Foundation ◽  
National Science

Double-Diffusive Convection: A report on an Engineering Foundation Conference

1984 ◽  
Vol 138 ◽  
pp. 405-416 ◽  
Author(s):  
C. F. Chen ◽  
D. H. Johnson
Keyword(s):  
Financial Support ◽  
National Science Foundation ◽  
Ad Hoc ◽  
Double Diffusive Convection ◽  
Santa Barbara ◽  
Diffusive Convection ◽  
National Science ◽  
Scientists And Engineers ◽  
Double Diffusive ◽  
Diffusive System

Under the auspices of the Engineering Foundation, financial support of the National Science Foundation, and the cochairmanship of the authors, a conference on ‘Double-Diffusive Convection’ was held from 14–18 March 1983 in Santa Barbara. The conference attracted more than seventy scientists and engineers working in various disciplines, and 45 talks were presented. There was an ad hoc film session which ended with a demonstration of a laboratory experiment on crystallization in a double-diffusive system.

Mathematics education in the elementary schools of the Soviet Union

1968 ◽  
Vol 15 (2) ◽  
pp. 108-114
Author(s):  
Virginia Carlton
Keyword(s):  
Mathematics Education ◽  
Soviet Union ◽  
National Science Foundation ◽  
The United States ◽  
Curriculum Revision ◽  
Special Schools ◽  
The Soviet Union ◽  
National Science ◽  
Mathematics Educators ◽  
Mathematically Talented

A group of mathematics educators, twenty from the United States and one from England,* visited mathematics education facilities in the Soviet Union (Moscow, Kiev, and Leningrad), from August 27 to September 9, 1966. The tour was sponsored by the NCTM under the supervision of the Committee on I nternational Mathematics Education, with some financial support from the National Science Foundation. The tour followed the conclusion of the International Congress of Mathematicians which was held in Moscow from August 16-26, 1966. The main purpose of the group was to visit persons and institutions which are involved in the education of the mathematically talented student. Two major topics on which members of the group focused during the tour were: (1) curriculum revision and research and (2) special schools and devices for stimulating interest in superior students.

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