| Description |
1 online resource (xxvii, 93 pages) : illustrations |
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text txt rdacontent |
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computer c rdamedia |
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online resource cr rdacarrier |
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data file |
| Note |
"MR-1643." |
| Bibliography |
Includes bibliographical references (pages 81-93). |
| Contents |
Introduction -- Teachers' mathematical knowledge: its development and use in teaching -- Teaching and learning mathematical practices -- Teaching and learning algebra in kindergarten through 12th grade -- Toward a partnership between government and the mathematics education research community -- Conclusions. |
| Summary |
This report grew out of concerns about the weak levels of mathematical proficiency among U.S. citizens and the inequities in the achievement of students of different ethnic, cultural, and social groups. Debates concerning the value of specific curricula, requirements for teacher knowledge, and standards that students should meet are poorly informed because research evidence is lacking. The report proposes a long-term, strategic program of research and development in mathematics education with the twin goals of raising the level of mathematical proficiency and removing inequalities. The program addresses issues directly related to teaching and learning by focusing on three domains: developing teachers' mathematical knowledge for teaching; teaching and learning mathematical practices--the mathematical know-how that characterizes expertise in learning and using mathematics; and teaching and learning algebra in grades K-12. To gain the necessary political support for the program, the report recommends that work begin in three key areas: studies providing evidence for necessarily political decisions concerning standards of mathematical proficiency to be met by students; studies of current instructional practice and curriculum in U.S. classrooms; and studies that assemble existing measures of mathematical performance or develop new ones that can be used in the proposed program. |
| Note |
Print version record. |
| Subject |
Mathematics -- Study and teaching -- United States.
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Mathematics teachers -- Training of -- United States.
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Mathématiques -- Étude et enseignement -- États-Unis.
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Professeurs de mathématiques -- Formation -- États-Unis.
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MATHEMATICS -- Study & Teaching.
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EDUCATION -- Teaching Methods & Materials -- Mathematics.
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Mathematics -- Study and teaching
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Mathematics teachers -- Training of
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United States https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq
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États-Unis.
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| Added Author |
Ball, Deborah Loewenberg, 1954-
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| In: |
Books at JSTOR: Open Access JSTOR |
| Other Form: |
Print version: RAND Mathematics Study Panel. Mathematical proficiency for all students. Santa Monica, CA : RAND, 2003 083303331X (DLC) 2002155703 (OCoLC)51275528 |
| ISBN |
0833034111 (electronic bk.) |
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9780833034113 (electronic bk.) |
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9780833033314 |
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083303331X |
| Report No. |
RAND/MR-1643-OERI |
| Standard No. |
AU@ 000051332694 |
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AU@ 000053234763 |
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DEBBG BV043160958 |
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DEBBG BV044078859 |
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DEBSZ 422432261 |
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GBVCP 1008648124 |
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GBVCP 801046033 |
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NZ1 14234701 |
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