This area may feature articles written by or about people related to math reform efforts, programs, and organizations. The exhaustive research that was conducted by the National Math Advisory Panel and reported on in their Final Report does not support many of the positions held and expressed by the organizations, articles, and papers that are linked on this website page. Many of the positions expressed by some of these organizations, articles, and papers are considered by some to be damaging for mathematical instruction and proficiency.What Is an Educrat?January 04, 1998|By DEBRA J. SAUNDERS SFGate.com Math is MoreInitial Developers Jere Confrey- North Carolina State University, Raleigh Midge Cozzens- Knowles Science Teaching Foundation John Ewing- American Mathematical Society Gary Froelich- COMAP Sol Garfunkel- COMAP James Infante- Vanderbilt University (Emeritus) Steve Leinwand- American Institutes for Research Joseph Malkevitch- York College, CUNY Henry Pollak- Teachers College, Columbia Steve Rasmussen- Key Curriculum Press Eric Robinson- Ithaca College Alan Schoenfeld- University of California, Berkeley Washington Mathematics - Teaching for UnderstandingWelcome to WashMath.org We are dedicated to improving the quality of K-12 Mathematics in Washington State Schools This web site is sponsored by Washington Teachers of Teachers of Mathematics (WaToToM) Washington Teachers of Teachers of Mathematics (WaToToM)
Mathematically SaneNCTM
NCTM Releases Guiding Principles for Math CurriculumBill & Melinda Gates Foundation
Charles A. Dana Center, The University of Texas at Austin Dana Center
Agile MindKey Curriculum Press websitevideo links to presentations by Diane BriarsMathematics Supervisor, Pittsburgh Public Schools, director of a NSF local systemic change project and pilot site for CMP and Everyday Math- (DB)
George Bright
Jo BoalerUniversity of Sussex, math educator and researcher Transition Math Project
Linda Chaput
Phil Daro
James FeyProfessor of Mathematics at the University of Maryland and co-author of CMP (JF)
Linda Darling-Hammond
Susan Hull
Steve Leinwand
Gary Martin
Shirley McCune
This E-learning site has involved Washington's Office of Superintendent of Public Instruction and partner organizations including the Technology Based Learning and Research Project at Arizona State University; the Washington school districts involved in the Washington Alliance for Better Schools; Joe MerlinoDirector, The Greater Philadelphia Secondary Mathematics Project (FJM)
Philip Uri TreismanProfessor of Mathematics, University of Texas at Austin and Director, Charles A. Dana CenterB.S., Mathematics, University of California at Los Angeles Ph.D., University of California at Berkeley
Alan H. Schoenfeld
Cathy Seely
Marc Tucker
Ginger WarfieldDr. Ginger Warfield is Principal Lecturer in the University of Washington’s Department of Mathematics.
Lucy West
News Articles'Why Can't a Girl Have a Penis?' and other major issues in educational research. Charlotte Allen 05/18/2009 The Weekly Standard PublicationsWinning the Math Wars: No Teacher Left Behind (Paperback)MARTIN L. ABBOTT, DUANE BAKER, KAREN SMITH, AND THOMAS TRZYNA PUBLISHED: October 2009 SUBJECT LISTING: Education, Mathematics BIBLIOGRAPHIC INFORMATION: 168 pp., 6 illus., 6 x 9 in. PUBLISHED WITH: Washington School Research Center | "It's time to recognize that, for many students, real mathematical power, on the one hand, and facility with multidigit, pencil-and-paper computational algorithms, on the other, are mutually exclusive. In fact, it's time to acknowledge that continuing to teach these skills to our students is not only unnecessary, but counterproductive and downright dangerous."from It's Time To Abandon Computational AlgorithmsBy Steven Leinwand February 9, 1994 Education Week A formula for school districts on how to handle parents uprisings against reform math programs. FIDIWTS - (pronounced Fidiwitz) Step 1. Feign concern - Listen sympathetically and change nothing Step 2. Isolate - If complaints persist, tell concerned parents they are in the minority and everyone else is happy with the program Step 3. Divide and conquer - If parents organize, offer multiple parent math nights spreading "all is well - don't worry" vibes Step 4. Interest will die down over time - Form a Math Committee to look into things and report back at a later date Step 5. We're doing something - Put in some band aids- a computer program, extra help Step 6. Tell them what they want to hear - Talk about a blended curriculum and change nothing Step 7. Show them what they want to see - Send home recognizable homework but continue to promote reform math at school Repeat as necessary. by Stefanie Nelkens |