July 7, 2005
- "Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform," by Jian Wang and Emily Lin, Educational Researcher, June/July 2005.
- "The Challenge of Teacher Quality", Nina Hurwitz and Sol Hurwitz, American School Board Journal, April 2005.
- "A Commitment to America's Future; Responding to the Crisis in Mathematics & Science Education," Business-Higher Education Forum, January 2005.
- "Seek Simplicity ...and Distrust It" by Lee S. Shulman, The Carnegie Foundation for the Advancement of Teaching, June 8, 2005.
- Job Opening - Mathematics Staff Developer: The Hudson Public Schools, as part of a National Science Foundation LSC grant, seeks an experienced staff developer to work with K-5 mathematics teachers.
LSC-NET FEATURED RESOURCES: (all archived on http://LSC-Net.terc.edu)
- "Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform," by Jian Wang and Emily Lin, Educational Researcher, June/July 2005.
"Chinese students often outperform U.S. students on international tests in mathematics. Chinese students' mathematics performances are assumed to be related directly to their teachers' deep mathematics understanding and ability to represent concepts flexibly in their classrooms, which, in turn, are thought to be influenced by Chinese mathematics curriculum and policies. The authors examine this theoretical assumption through a systematic review of relevant literature and attempt to identify the relationship between Chinese students'mathematics performance and the factors that contribute to their achievement. On the basis of their review, the authors raise questions about the assumption and propose research that can lead to a better understanding of the relationship between the quality of students' mathematics learning and the contexts in which their learning occurs."
To read this paper, go to the LIBRARY section of the LSC-Net site and click on "New" or use the link above.
- "The Challenge of Teacher Quality", Nina Hurwitz and Sol Hurwitz, American School Board Journal, April 2005.
With the federal government requiring that all teachers become "highly qualified", teacher education programs have become the focus of much attention in the U.S. Intensifying teacher education may improve teacher preparedness and performance, but support within the schools from principals and school boards are critical for teacher quality.
To read this paper, go to the LIBRARY section of the LSC-Net site and click on "New" or use the link above.
- "A Commitment to America's Future; Responding to the Crisis in Mathematics & Science Education," Business-Higher Education Forum, January 2005.
"How can business, higher education, and policy leaders contribute to the improvement of the mathematics and science competency of all of America's students? In A Commitment to America's Future; Responding to the Crisis in Mathematics & Science Education, the BHEF Mathematics and Science Initiative outlines a plan-of-action, to be undertaken in each state by a coalition of education, business, and policy leaders, which focuses on system-wide improvement of the teaching and learning of mathematics and science. It also calls for national and state-specific public information programs that make mathematics and science education a public priority."
To read this paper, go to the LIBRARY section of the LSC-Net site and click on "New" or use the link above.
- "Seek Simplicity ...and Distrust It" by Lee S. Shulman, The Carnegie Foundation for the Advancement of Teaching, June 8, 2005.
"Alfred North Whitehead's dictum about the virtues and dangers of simplicity helps explain why we are confused about what kind of evidence should be used to guide education policy. We often have lots of evidence to choose from; the problem is making sense of it and drawing the right lessons."
To read this paper, go to the LIBRARY section of the LSC-Net site and click on "New" or use the link above.
- Job Opening: Mathematics Staff Developer
The Hudson Public Schools, as part of a National Science Foundation LSC grant, seeks an experienced staff developer to work with K-5 mathematics teachers. The project, Critical Mathematics and Science Synergy, or Critical MASS, engages teachers in a long-term professional development program to: enhance their knowledge of content, pedagogy, and student learning; assist teachers in developing instructional and conceptual synergy between science and mathematics; and help teachers create a collaborative reflective dialog.
For more information use the link above.
CALL FOR PARTICIPATION AND RESOURCES
If your LSC has a report, announcement, or paper to share with the LSC Community, please forward them to Shay Pokress (shay_pokress@terc.edu) so that we can share them with the LSC community.
Thanks for your participation!