Mathematics

Curricular Coherence Through a Focus on Mathematic Thinking

Fri, 01/01/2010

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In this paper, the authors discuss EDC's approach to organizing curricula around mathematical thinking. They discuss the primary goal of this approach—to make school mathematics more accessible to high school students and more closely aligned with mathematics as a scientific discipline. And, they describe the approach's many other benefits, including coherence among topics and parsimony of methods. 

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CME Project

Thu, 01/01/2009

Author(s): 

Al Cuoco (Lead Developer), Anna Baccaglini-Frank, Jean Benson, Nancy Antonellis D'Amato, Wayne Harvey, Bowen Kerins, Doreen Kilday, Ryota Matsuura, Sarah Sword, Kevin Waterman

The CME Project is a National Science Foundation–funded high school curriculum. It is wrapped around a familiar course sequence of Algebra 1, Geometry, Algebra 2, and Precalculus, and meets the dual goals of mathematical rigor and accessibility for all students. The CME Project achieves these goals through innovative, research-based instruction; problem-based, student-centered curriculum; engaging lessons that focus on developing students' Habits of Mind; and an accessible approach to capturing and engaging students of all ability levels.

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Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in Massachusetts

Fri, 08/01/2008

Author(s): 

Stacy Ehrlich, Katie Buckley, Emily Midouhas, and Amy Brodesky

This report presents findings from a study that analyzed the mathematics performance of grade 4 students with disabilities in Massachusetts across several metrics (by locale-need combination categories, in top-performing schools, and relative to general education students). The authors found that the proportion of students with disabilities scoring proficient fell by less than 1 percentage point between 2004 and 2006.

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29 pp.

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Math Education Practices for Students with Disabilities and other Struggling Learners: Case Studies of Six Schools in the Northeast and Islands Region States

Fri, 08/01/2008

Author(s): 

Josephine Louie, Amy Brodesky, Jessica Brett, Li-Ming Yang, and Yvette Tan

This report describes in-depth practices at six schools that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school's practices for improving the math learning of all students as well as specific supports for students with disabilities and other struggling learners and identifies the challenges that schools face to serve students with diverse needs.

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104 pp.

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The eNLVM Project: Promoting Student Achievement in Mathematics through Educator Collaboration

Sat, 02/09/2008

Author(s): 

Pamela Buffington, Burt Granofsky

How can educators collaborate to use technology to promote student achievement? Drawing upon lessons learned from the Extending and Enhancing the National Library of Virtual Manipulatives (eNLVM) project, the authors offer a real-life example of how curriculum developers, math content experts, special education professionals, teachers, and technology integration specialists/applet developers can enhance mathematics learning for all students by co-designing content and technology-rich eModules.

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9 pgs

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Think Math!

Tue, 01/01/2008

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Developed by EDC, Think Math! is a unique, comprehensive curriculum that combines the best of traditional, research-based and competitive international approaches. Think Math! connects problem solving, skill building, and conceptual development. Think Math! offers built-in professional development for teachers through highly accessible teaching materials. It also incorporates the power of puzzlement, curiosity, and surprise into everyday learning!

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A Framework for the Strategic Use of Classroom Artifacts in Mathematics Professional Development

Mon, 04/10/2006

Author(s): 

Johannah Nikula, Lynn Goldsmith, Zuzka Blasi, and WestEd’s Nanette Seago

Analysis of “classroom artifacts”—videos of classroom discussions, audio transcripts of students working, samples of written student work—can help teachers reflect upon and refine their practice. Published in the Journal of Mathematics Education Leadership, this article describes a framework EDC developed that guides facilitators in strategically using classroom artifacts in mathematics professional development. View a related publication.

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The Changing Mathematics Curriculum: An Annotated Bibliography

Sun, 04/10/2005

This publication is an annotated bibliography of articles relevant to standards-based mathematics curriculum reform. It is intended for educators and communities considering the selection or implementation of standards-based mathematics instructional materials. It may also be helpful to individuals interested in learning more about the challenges of and effective practices for using standards-based programs in mathematics.

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60pp.

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Facilitator's Guide to Ways to Think About Mathematics

Wed, 10/06/2004

Author(s): 

Steve Benson, Susan Addington, Nina Arshavsky, Al Cuoco, Paul Goldenberg, Eric Karnowski

This guide provides staff developers, preservice educators, and mathematics department chairs with all the necessary tools to provide high-quality staff development in secondary mathematics. The materials were funded by the National Science Foundation and successfully field-tested in a wide variety of professional development and preservice settings. See also Ways to Think About Mathematics.

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144p.

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Ways to Think About Mathematics

Wed, 10/06/2004

Author(s): 

Steve Benson, Susan Addington, Nina Arshavsky, Al Cuoco, Paul Goldenberg, Eric Karnowski

Ways to Think About Mathematics uses immersion experiences in algebra, geometry, and statistics to help mathematics teachers improve their knowledge and understanding of mathematical concepts. By experiencing the book’s open-ended problems, making and checking conjectures, and evaluating problem solving strategies, every mathematics teacher can become better prepared to deal with day-to-day classroom decisions.

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264pp.

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