Here's a summary of funding for FY2010. You can see that the eMints instructional model is all over the place.
If you haven't heard about the eMINTS instructional model, look on the right side here.
AND THEN CONTRAST THAT WITH SOME REAL RESEARCH ABOUT INQUIRY-BASED INSTRUCTION!
Showing posts with label mathematics education. Show all posts
Showing posts with label mathematics education. Show all posts
Monday, June 14, 2010
Monday, May 10, 2010
Sunday, March 21, 2010
Sunday, February 28, 2010
News in the Nation
The United STATES Coalition for Wold Class Math has a page devoted to "News Around the Nation"
Everyone MUST READ the Pioneer Institutes' Feb 2010 "Why Race to the Middle?"
Everyone MUST READ the Pioneer Institutes' Feb 2010 "Why Race to the Middle?"
Friday, February 26, 2010
Take A Stand Against Inquiry-Based Math
Please read materials available here and consider helping the Seattle Math Group in their stand against inquiry-based math programs.
MUST READ:
Educational Psychologist, 2006
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
MUST (MUST) READ:
How Much and What Type of Guidance is Optimal for Learning from Instruction?*
For the past half-century,studies examining the interaction between student aptitudes and different forms of instructional treatments (most often called aptitude x treatment or ATI studies)have consistently reported that students with lower ability levels and/or less prior knowledge and/or lower motivation are more vulnerable to learning difficulties when instruction is incomplete, unstructured,or gives inaccurate information (e.g., Cronbach & Snow, 1977; Kyllonen & Lajoie, 2003).
ACT-R Learning Theory and Math
One does read claims that such cognitive analyses are no longer relevant to the new curriculum standards but such claims are simply false. Instead, we have found that the learning of the new curriculum consists of componential learning just like the old curriculum (Koedinger, Anderson, Hadley & Mark, 1995). It is every bit as important to practice these components of “new look” curriculum to achieve a high level of mastery as it was to practice the components of the “traditional” curriculum.
MUST READ:
Educational Psychologist, 2006
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
MUST (MUST) READ:
How Much and What Type of Guidance is Optimal for Learning from Instruction?*
For the past half-century,studies examining the interaction between student aptitudes and different forms of instructional treatments (most often called aptitude x treatment or ATI studies)have consistently reported that students with lower ability levels and/or less prior knowledge and/or lower motivation are more vulnerable to learning difficulties when instruction is incomplete, unstructured,or gives inaccurate information (e.g., Cronbach & Snow, 1977; Kyllonen & Lajoie, 2003).
ACT-R Learning Theory and Math
One does read claims that such cognitive analyses are no longer relevant to the new curriculum standards but such claims are simply false. Instead, we have found that the learning of the new curriculum consists of componential learning just like the old curriculum (Koedinger, Anderson, Hadley & Mark, 1995). It is every bit as important to practice these components of “new look” curriculum to achieve a high level of mastery as it was to practice the components of the “traditional” curriculum.
Saturday, February 13, 2010
Wednesday, May 6, 2009
NEW ENTRIES-MISSOURI MATH COALITION
Please share this information with your local
representatives and school board members.
There's an informational flyer available
there that you can print up and distribute.
UNITED WE STAND!!
Thursday, February 26, 2009
DESE and METS are supporting this?
Everyday Math and Investigations are
two of the Elementary Programs given
(see #8 at above link)
The math programs listed there are the same
programs in the report
Committee for a Review of the Evaluation Data
on the Effectiveness of NSF-Supported and Commercially
Generated Mathematics Curriculum Materials
In response to our charge, the committee finds that:
The corpus of evaluation studies as a whole across the 19 programs studied does not permit one to determine the effectiveness of individual programs with high degree of certainty, due to the restricted number of studies for any particular curriculum, limitations in the array of methods used, and the uneven quality of the studies.
Therefore, according to our charge, we recommend that:
No second phase of this evaluation review should be conducted to determine the effectiveness of any particular program or set of curricular programs dependent on the current database.
Your tax dollars are at work, promoting these
commercial products in MO
Another Study including Investigations
And check out this district's savings after dropping EDM:
Saturday, December 6, 2008
Prophetic!!
From It's Action Time
"Clearly, there is a broken link between our K-12 system and its view of 21st century jobs, and our university system and its view of 21st century jobs. I will continue to assert that this is one broken link that we cannot afford to have. If it is not obvious now, it will be obvious a few more years into the greatest economic downturn since the last great depression."
and
"I will maintain that only if we act like our lives depend on rectifying the current sorry state of math and science education can we redeem ourselves. One thing that we appear to be good at, is to come together at a time of crisis and commit to a solution that leads to common good. My hope is that most people who read this can make this connection, and drive changes in their schools and communities."
"Clearly, there is a broken link between our K-12 system and its view of 21st century jobs, and our university system and its view of 21st century jobs. I will continue to assert that this is one broken link that we cannot afford to have. If it is not obvious now, it will be obvious a few more years into the greatest economic downturn since the last great depression."
and
"I will maintain that only if we act like our lives depend on rectifying the current sorry state of math and science education can we redeem ourselves. One thing that we appear to be good at, is to come together at a time of crisis and commit to a solution that leads to common good. My hope is that most people who read this can make this connection, and drive changes in their schools and communities."
Saturday, November 22, 2008
Engaged Citizenry !! Very Inspirational !!
New Jersey Coalition For World Class Math Standards
http://njworldclassmath.webs.com/
It's well-organized, informative, and very inspirational!
http://njworldclassmath.webs.com/
It's well-organized, informative, and very inspirational!
Wednesday, November 19, 2008
Missouri State Board of Education
I hope that Missouri's State Board of Education has read the IMPORTANT INFORMATION available at: http://missourimath.org/
If we want our children to be prepared for college level study, we need to follow the advice of the people who know mathematics. Mathematics professors know what is needed for students to experience success at higher levels of study.
When children are not provided the opportunity to learn basic concepts needed for future success, they (and their parents) experience unnecessary frustration and possible failure in reaching their personal goals.
I sincerely appreciate the time that these reviewers have generously given to analyze Missouri's document. Through their substantial time committment, they have demonstrated they truly care about Missouri's students!
Parents and teachers throughout the state need to stand up and say "no" to mediocre math standards and assessments. Read these reviews for yourself, and let our State Board of Education know what you think.
The BOE has an opportunity to lead the way in improving our math standards by rejecting the current draft K-12 math document and allowing college and university math faculty to steer us back on course - preparing K-12 students for success in college.
If we want our children to be prepared for college level study, we need to follow the advice of the people who know mathematics. Mathematics professors know what is needed for students to experience success at higher levels of study.
When children are not provided the opportunity to learn basic concepts needed for future success, they (and their parents) experience unnecessary frustration and possible failure in reaching their personal goals.
I sincerely appreciate the time that these reviewers have generously given to analyze Missouri's document. Through their substantial time committment, they have demonstrated they truly care about Missouri's students!
Parents and teachers throughout the state need to stand up and say "no" to mediocre math standards and assessments. Read these reviews for yourself, and let our State Board of Education know what you think.
The BOE has an opportunity to lead the way in improving our math standards by rejecting the current draft K-12 math document and allowing college and university math faculty to steer us back on course - preparing K-12 students for success in college.
Saturday, November 15, 2008
The Show Me State
What's happening with Missouri's K-12 Math Standards?
Check out: missourimath.org
The Sept 20 entry is especially disturbing:
"Since I had already pointed out these issues in my original invited review of these standards, I can only assume that the authors are consciously determined to deprive Missouri students of the opportunity to learn this more and more vital part of elementary mathematics well enough to be able to realistically major in technical areas at the university level."
Check out: Missouri's Algebra I End of Course Exam
Does this look like Algebra I to you?
If you're not sure, ask an Algebra II teacher.
Is this really a problem? Ask a college math professor how many in-coming freshmen are placing into remedial math courses. Ask their opinion of our math standards.
Check out: missourimath.org
The Sept 20 entry is especially disturbing:
"Since I had already pointed out these issues in my original invited review of these standards, I can only assume that the authors are consciously determined to deprive Missouri students of the opportunity to learn this more and more vital part of elementary mathematics well enough to be able to realistically major in technical areas at the university level."
Check out: Missouri's Algebra I End of Course Exam
Does this look like Algebra I to you?
If you're not sure, ask an Algebra II teacher.
Is this really a problem? Ask a college math professor how many in-coming freshmen are placing into remedial math courses. Ask their opinion of our math standards.
Saturday, November 1, 2008
Leading Us Astray
If you've read the misleading Ed Week article
"Where has all the knowledge Gone?" http://www.edweek.org/ew/articles/2008/10/08/07boaler_ep.h28.html?tmp=82481106
you should also read this "Close Examination..."
ftp://math.stanford.edu/pub/papers/milgram/combined-evaluations-version3.pdf
It's time for Americans to stop letting this "research" hurt our children and insist that schools teach the "Major Topics of School Algebra" outlined in the NMP report.
What can you do to improve math education in your area?
1) Compare your state's math standards, learning goals and/or assessments to the list of "Major Topics of School Algebra."
2) Find out how many college freshmen are placing into remedial math courses. Has that percentage increased with the use of "reform" materials in the schools?
3) Express your concerns to local school boards, state representatives, and the state department of education.
"Where has all the knowledge Gone?" http://www.edweek.org/ew/articles/2008/10/08/07boaler_ep.h28.html?tmp=82481106
you should also read this "Close Examination..."
ftp://math.stanford.edu/pub/papers/milgram/combined-evaluations-version3.pdf
It's time for Americans to stop letting this "research" hurt our children and insist that schools teach the "Major Topics of School Algebra" outlined in the NMP report.
What can you do to improve math education in your area?
1) Compare your state's math standards, learning goals and/or assessments to the list of "Major Topics of School Algebra."
2) Find out how many college freshmen are placing into remedial math courses. Has that percentage increased with the use of "reform" materials in the schools?
3) Express your concerns to local school boards, state representatives, and the state department of education.
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