The Essentials of Mathematics, Grades 7-12: Effective Curriculum, Instruction, and Assessment

The Essentials of Mathematics, Grades 7-12: Effective Curriculum, Instruction, and Assessment

The Essentials of Mathematics, Grades 7-12: Effective Curriculum, Instruction, and Assessment

The Essentials of Mathematics, Grades 7-12: Effective Curriculum, Instruction, and Assessment

Synopsis

One of the biggest challenges facing math educators today is preparing students for the unknown. How much math knowledge is enough for students who must be ready to contribute to industries yet born through technologies yet created? Although the "how much" question still inspires debate, educators agree that failing to improve mathematics instruction threatens too many students' futures.

Excerpt

I advise my students to listen carefully the moment they decide
to take no more mathematics courses. They might be able to
hear the sound of closing doors
.

—James Caballero, “Everybody a Mathematician?”
CAIP Quarterly

A new graduation requirement in the Prince George's County (Maryland) School District is keeping Wesley Brown busy.

The mandate stipulates that public school students who entered 9th grade in the fall of 2003 must take and pass the Maryland High School Assessments—which include the Algebra/Data Analysis Assessment. So Brown, a Region 1 mathematics resource teacher, spends his days working with teachers at four different high schools, helping them hone their instructional skills. “We have core learning goals, things our students must know to be successful,” says Brown. “We want to help teachers be innovative” in helping students attain those learning objectives, he says.

Maryland is one of twenty states with mandatory exit exams—and five more states plan to phase in such tests by 2009, according to a Center on Education Policy report (Gayler, Chudowsky, Hamilton, Kober, & Yeager, 2004).

Brown thinks Maryland's Algebra/Data Analysis Assessment reflects a concern held by many educators and business leaders “that students don't graduate with the mathematics knowledge they need to be successful in continued schooling or their careers.” Indeed, according to a report released by Public Agenda, many business organizations, including the . . .

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