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

By Deborah Loewenberg Ball | Go to book overview

Chapter Five
TOWARD A PARTNERSHIP BETWEEN GOVERNMENT AND THE
MATHEMATICS EDUCATION RESEARCH COMMUNITY

Implementing the research and development program discussed in the previous three chapters will require forging a new partnership between the federal government and researchers and practitioners. Producing cumulative and usable knowledge related to mathematical proficiency and its equitable attainment will require the combined effort of mathematicians, researchers, developers, practitioners, and funding agencies. In this venture, the federal funding agencies, particularly the Office of Educational Research and Improvement (OERI), must take the lead. It is the leaders of the funding agencies who must make the case for the resources needed to implement the program described in this report. But beyond that, these funding agency leaders must also take the steps necessary to shape a funding and research and development infrastructure capable of carrying out this program.

In this chapter, we begin with some general observations about the qualities of the program that we envision. We then outline activities needed to carry out high-quality work that is strategic, cumulative, and useful. Finally, we suggest initial steps in creating the program.


THE NATURE OF THE PROPOSED PROGRAM OF RESEARCH AND
DEVELOPMENT

The work proposed in this report fits into three broad classes of research and development activities:1

The first class comprises descriptive studies using appropriate and replicable methods to identify and define important aspects of mathematics learning and teaching. Such work would deal with key aspects of understanding and perfor-

____________________
1
In framing these categories of activities, we drew heavily on concepts developed by the National Research Council Committee on Scientific Principles for Education Research (Shavelson & Towne, 2002). However, that committee did not extensively consider development, an important component of our third class of activities.

-59-

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.