Results 1 
7 of
7
The math wars
 Educational Policy
, 2004
"... During the 1990s, the teaching of mathematics became the subject of heated controversies known as the math wars. The immediate origins of the conflicts can be traced to the “reform ” stimulated by the National Council of Teachers of Mathematics’Curriculum and Evaluation Standards for School Mathemat ..."
Abstract

Cited by 16 (1 self)
 Add to MetaCart
During the 1990s, the teaching of mathematics became the subject of heated controversies known as the math wars. The immediate origins of the conflicts can be traced to the “reform ” stimulated by the National Council of Teachers of Mathematics’Curriculum and Evaluation Standards for School Mathematics. Traditionalists fear that reformoriented, “standardsbased ” curricula are superficial and undermine classical mathematical values; reformers claim that such curricula reflect a deeper, richer view of mathematics than the traditional curriculum. An historical perspective reveals that the underlying issues being contested—Is mathematics for the elite or for the masses? Are there tensions between “excellence ” and “equity”? Should mathematics be seen as a democratizing force or as a vehicle for maintaining the status quo?—are more than a century old. This article describes the context and history, provides details on the current state, and offers suggestions regarding ways to findaproductive middle ground.
Financed by Federal Money: Dollar Amount of Federal Funds for Grant:
"... government sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent ..."
Abstract
 Add to MetaCart
government sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent
WHAT IS THE PHILOSOPHY OF MATHEMATICS EDUCATION?
"... This question (what is the philosophy of mathematics education?) provokes a number of reactions, even before one tries to answer it. Is it a philosophy of mathematics education, or is it the philosophy of mathematics education? Use of the preposition ‘a ’ suggests that what is being offered is one o ..."
Abstract
 Add to MetaCart
This question (what is the philosophy of mathematics education?) provokes a number of reactions, even before one tries to answer it. Is it a philosophy of mathematics education, or is it the philosophy of mathematics education? Use of the preposition ‘a ’ suggests that what is being offered is one of several such perspectives, practices or areas of study. Use of the definite article ‘the ’ suggests to some the arrogation of definitiveness to the account given. 1 In other words, it is the dominant or otherwise unique account of philosophy of mathematics education. However, an alternative reading is that ‘the ’ refers to a definite area of enquiry, a specific domain, within which one account is offered. So the philosophy of mathematics education need not be a dominant interpretation so much as an area of study, an area of investigation, and hence something with this title can be an exploratory assay into this area. This is what I intend here. Moving beyond the first word, there is the more substantive question of the reference of the term ‘philosophy of mathematics education’. There is a narrow sense that can be applied in interpreting the words ‘philosophy ’ and ‘mathematics education’. The philosophy of some area or activity can be understood as its aims or rationale. Mathematics education understood
and Medicine in London. His email address is
"... Not since the New Math period of the 1960s had university mathematicians played such important roles in K–12 education as in California during the 1990s. —David Klein, “A brief history of American K–12 mathematics education in the 20th century ” [1] Since at least the publication of A Nation at Risk ..."
Abstract
 Add to MetaCart
Not since the New Math period of the 1960s had university mathematicians played such important roles in K–12 education as in California during the 1990s. —David Klein, “A brief history of American K–12 mathematics education in the 20th century ” [1] Since at least the publication of A Nation at Risk [2] in 1983, there has been ferment about precollege mathematics education in the U.S. Since then, but particularly since 1993, research mathematicians have been more active on the precollege mathematics scene than at any time since the days of the New Math in the 1960s. Indeed, the pages of the Notices have regularly had articles, opinion pieces, and letters on the subject of school mathematics. This seems, therefore, a good time to review the impact of research mathematicians on school mathematics over the past ten years. In this article I will consider where the intervention of research mathematicians in school mathematics has had favorable results and where the results have been less than favorable. Just about everyone agrees that research mathematicians have the knowledge and expertise to make important contributions to the improvement of school mathematics in the U.S. Indeed, it has been stated by a prominent mathematics educator that “American mathematics education has benefited from a virtually continual stream of support from prominent research mathematicians ” [3]. Equally, just about everyone believes that school mathematics is in great, some would say dire, need of improvement. International comparisons, such as
Preface
, 2001
"... This report began as an attempt to examine emerging and evolving occupations within high technology industries. What we discovered was a hodgepodge of definitions for “high technology, ” most of which either relied on traditional and antiquated modes for technology classification or offered loosely ..."
Abstract
 Add to MetaCart
This report began as an attempt to examine emerging and evolving occupations within high technology industries. What we discovered was a hodgepodge of definitions for “high technology, ” most of which either relied on traditional and antiquated modes for technology classification or offered loosely defined language that provided little practical basis for understanding related employment and training issues. Drawing upon the analogy of learning to walk before one can run, it became evident that we must first provide a more useful approach for discussing high technology and its practical application in terms of job generation and economic development. This monograph lays the groundwork for future discussions of high technology from two major perspectives. The first includes definitions of what truly is meant by “high technology ” or “technology intensity ” from the outlook of the entrepreneur or business community. Just because a school has a computer lab in place doesn't mean that the curriculum or the faculty provide appropriate high technology instruction. The second viewpoint is an understanding of what technology means to economic development. Specifically, this monograph offers an understanding of the various roles technology plays in workforce development and as a catalyst for economic
ORIGINAL ARTICLE Problem solving in the United States, 1970–2008: research and theory, practice and politics
, 2007
"... Abstract Problem solving was a major focus of mathematics education research in the US from the mid1970s though the late 1980s. By the mid1990s research under the banner of ‘‘problem solving’ ’ was seen less frequently as the field’s attention turned to other areas. However, research in those ar ..."
Abstract
 Add to MetaCart
Abstract Problem solving was a major focus of mathematics education research in the US from the mid1970s though the late 1980s. By the mid1990s research under the banner of ‘‘problem solving’ ’ was seen less frequently as the field’s attention turned to other areas. However, research in those areas did incorporate some ideas from the problem solving research, and that work continues to evolve in important ways. In curricular terms, the problem solving research of the 1970s and 1980s (see, e.g., Lester in J Res Math Educ, 25(6), 660–675, 1994, and Schoenfeld in Handbook for research on mathematics teaching and