Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education

By Deborah Loewenberg Ball | Go to book overview

Chapter Four
TEACHING AND LEARNING ALGEBRA IN KINDERGARTEN
THROUGH 12TH GRADE

The way in which a mathematics curriculum is organized shapes students’ opportunity to learn. A research agenda aimed at understanding and supporting the development of mathematical proficiency should examine the ways in which mathematics instruction is organized. It should do so by looking closely at the organization and presentation of particular mathematical topics and skills in the school curriculum.

Mathematics teaching and learning are probably best studied within specific mathematical domains and contexts, but there may be aspects of mathematics teaching and learning that are more general and can be studied across multiple domains and contexts. Where systematic inquiry focused on learning specific areas of mathematics has been conducted previously—for example, research on children's early learning of numbers, addition, and subtraction—the payoff for teaching and learning has been substantial.1 This experience suggests that it would be fruitful to focus coordinated research on how students learn within other topical domains of school mathematics. This research should include studies of how understanding, skill, and the ability to use knowledge in those domains develop over time. It should also include studies of how such learning is shaped by variations in the instruction students are offered, by the ways that instruction is organized within schools, and by the broader policy and environmental contexts that affect the ways schools work.

For a number of reasons, which we discuss next, the RAND Mathematics Study Panel recommends that the initial topical choice for focused and coordinated research and development should be algebra. We define algebra broadly to include the way in which it develops throughout the kindergarten through 12th grade (K–12) curriculum and its relationship to other mathematical topics upon which algebra builds and to which it is connected.

____________________
1
Kilpatrick, Swafford, & Findell, 2001.

-43-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 93

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.