Mathematics
Beyond Slices of Pizza: Teaching Fractions Effectively
This webcast, sponsored by the Center for Comprehensive School Reform and Improvement at Learning Point Associates, showcases best practices for teaching fractions. It features videotaped segments from Dr. Hung-Hsi Wu's Mathematics Professional Development Institute—the "Wu Institute"—an intensive three-week summer course that addresses the mathematics needed for teaching number sense in K-7 classrooms. Also featured are Dr. Denise Mewborn's work at the University of Georgia and Patti Huberty's teaching at Colbert Elementary School in Colbert, Georgia. (Center for Comprehensive School Reform and Improvement, 2008)
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Curriculum-Based Measurement in Mathematics: An Evidence-Based Formative Assessment Procedure
This report describes Mathematics Curriculum-Based Measurement (M-CBM) and includes a brief history, basic procedures, implications for practice, and further resources. It also reviews the research that supports the use of M-CBM. (Center on Instruction, 2007)
Authors: Erica S. Lembke and Pamela M. Stecker
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Encouraging Girls in Math and Science
This practice guide from the National Center for Education Research, Institute of Education Sciences, is designed to formulate specific and coherent evidence-based recommendations that educators can use to encourage girls in the fields of math and science. It includes specific recommendations and the quality of evidence that supports those recommendations. (National Center for Education Research, 2007)
Authors: Diane F. Halpern, Joshua Aronson, Nona Reimer, Sandra Simpkins, Jon R. Star, and Kathryn Wentzel
Foundations for Success: The Final Report of the National Mathematics Advisory Panel
The President created the National Mathematics Advisory Panel in April 2006 and charged them with the task of using the best available scientifically based research (SBR) “to foster greater knowledge of and improved performance in mathematics among American students.” This report lays out their recommendations, which include streamlining Grades PreK-8 math curriculum; using SBR to inform both policy and practice; attracting, appropriately preparing, evaluating, and retaining high-quality mathematics teachers; and improving the quality of the National Assessment of Educational Progress (NAEP) and state assessments. (U.S. Department of Education, 2008)
Reaching for Common Ground in K-12 Mathematics Education
During the past decade, debates have continued between mathematicians and math educators. This document represents an attempt to identify at least three fundamental positions upon which mathematicians and math educators may be able to agree. They are that: 1) basic computational skills with numbers provide a crucial foundation for higher level mathematics; 2) math requires careful reasoning about precisely defined objects and concepts; and, 3) students must be able to formulate and solve problems. The authors concur that discourse is necessary in order to continue to seek common ground in their mutual efforts to improve K-12 mathematics teaching and learning. (The Mathematical Association of America, 2005)
Authors: Deborah Loewenberg Ball, Joan Ferrini-Mundy, Jeremy Kilpatrick, R. James Milgram, Wilfried Schmid, and Richard Schaar
Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools
This publication focuses on six strategies for recruiting highly qualified teachers in mathematics, science, and special education. These strategies can assist schools and districts to be competitive in the job market and to lure college students and other professionals who are interested in a teaching career. (National Comprehensive Center for Teacher Quality, 2007)
Screening for Mathematics Difficulties in K-3 Students
This report looks at the effectiveness of existing early screening measures and discusses the key features needed to screen kindergarten through third grade students for difficulties in mathematics. (Center on Instruction, 2007)
Authors: Russell Gersten, Benjamin S. Clarke, and Nancy C. Jordan
A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students
This article synthesizes findings from 28 years of research on interventions for students struggling in learning math. The Center on Instruction's synopsis highlights the key findings from this synthesis and outlines recommendations for practice that follow from the findings. (The Elementary School Journal, 2002)
Authors: Scott Baker, Russell Gersten, and Dae-Sik Lee