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.

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.

A New Way of Teaching

1996 ◽  
Vol 178 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Fernand J. Prevost
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
National Curriculum ◽  
And Mathematics ◽  
Teaching Learning ◽  
Change Task ◽  
Analysis Of Teaching ◽  
Present Understanding

A new view of teaching is emerging from the work of the constructivists and mathematics education reform leaders. In particular, we examine here four aspects of teaching that must change: task selection, guidance of classroom discourse, setting the learning environment, and the analysis of teaching and learning. Several national curriculum projects are working to effect these changes and examples of their work are provided. This work has motivated individual teachers to similarly design investigations that engage students in the study of significant mathematics, and two examples are included. Assessment must also change and students must learn to become less dependent on “authority” for the correctness of answers. Finally, our present understanding of constructivism and its implications for teaching/learning must not be static; though that view now may be at the center, we must listen to those who are on the edges and expect to be changed again and again in the years ahead.

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.

Some number concepts of disadvantaged children

1965 ◽  
Vol 12 (5) ◽  
pp. 359-361
Author(s):  
M. E. Dunkley
Keyword(s):  
Curriculum Development ◽  
Difficult Problem ◽  
School Mathematics ◽  
Study Group ◽  
Number Concepts ◽  
Disadvantaged Children ◽  
The Past ◽  
Mathematics Educators ◽  
Average Students ◽  
And Mathematics

In the past decade efforts to improve school mathematics in this country have been devoted primarily to programs for average and above average students. The more difficult problem of curricula for below average achievers in mathematics has always been with us, and now we seem to have made enough progress and gained enough experience to tackle this problem. The School Mathematics Study Group held a conference in April, 1964, to acquaint a representative group of mathematicians and mathematics educators who bad worked on curriculum projects with some of the problems associated with below average acbievement.2 The conference made several recommendations for experimentation and curriculum development.

Book Review: Charting Paths Toward “Common Ground”: Fostering Collaboration Between Mathematicians and Mathematics Educators

2016 ◽  
Vol 47 (2) ◽  
pp. 199-203
Author(s):  
Alison S. Marzocchi ◽  
Emily Miller ◽  
Steven Silber
Keyword(s):  
Mathematics Education ◽  
Common Ground ◽  
Mutual Benefit ◽  
Research Methodologies ◽  
Mathematics Educators ◽  
Research Agendas ◽  
And Mathematics

Mathematics & Mathematics Education: Searching for Common Ground seeks to deepen a dialogue about what many believe is a growing concern: that the fields of mathematics and mathematics education are growing apart. This gap between the fields is evidenced by differences in research methodologies, research agendas, and vocabulary. In the opening chapter, Michael Fried states, “The divide between the two communities is wasteful and unhealthy for both” (p. 4), and he expresses his “hope that in the end readers will be left with a clearer sense of the mutual benefit both communities stand to lose by failing to strengthen the natural bonds between them” (p. 4).

Parents and Mathematics Education Reform

1996 ◽  
Vol 30 (4) ◽  
pp. 395-421 ◽  
Author(s):  
M. Elizabeth Graue ◽  
Stephanie Z. Smith
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
And Mathematics

Editorial

1983 ◽  
Vol 14 (4) ◽  
pp. 226
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Mathematics Education ◽  
Curriculum Development ◽  
Research Agenda ◽  
Curriculum And Instruction ◽  
Instructional Methods ◽  
Colleges And Universities ◽  
Research Topic ◽  
The Past ◽  
Mathematics Educators ◽  
Research In Mathematics Education

Many mathematics educators in American colleges and universities are housed in a department that carries “curriculum and instruction” in its title. Perhaps it's fitting, then, that these two abstractions cover the lion's share of recent research in mathematics education. The comparison of instructional methods has always been a popular research topic, and the curriculum development efforts of the past two decades managed to elevate the examination of curricula to a higher level on the nation's research agenda. A glance at the titles of the studies surveyed in this issue will confirm that researchers are still largely preoccupied with matters of curriculum and instruction.

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