ERIC Number: ED293911
Record Type: RIE
Publication Date: 1986-Dec
Mathematics for Compensatory School Programs.
Romberg, Thomas A.
Past studies of compensatory education programs in mathematics show that they have not addressed mathematical concerns, have not had clear program goals, have had a narrow view of what constitutes evaluation, and have taught little that would improve students' mathematical abilities. In the future, compensatory programs for mathematics should address the following six issues: (1) the fragmentation of mathematics and the need to show the interconnectedness of ideas; (2) learning as passive absorption; (3) deskilling of teachers; (4) differential opportunity; (5) workbooks/tests as technology; and (6) change as ritual. In developing a contemporary mathematics program, one must consider that the roles and work of student and teacher are complementary and the emphasis should be on creating knowledge rather than just absorbing the history of other people's knowledge. The teacher's goal should be to support, promote, encourage, and in every way facilitate the creation of knowledge by students. The report also discusses how conflicting ideas about individual differences affect the development of compensatory mathematics programs. A list of references is included. (PS)
Descriptors: Academic Achievement, Compensatory Education, Elementary Education, Elementary School Mathematics, Federal Programs, Instructional Effectiveness, Mathematics Achievement, Mathematics Education, Mathematics Teachers, Program Effectiveness, Remedial Mathematics, Teacher Student Relationship, Teaching Methods
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Designs for Compensatory Education: Conference Proceedings and Papers (Washington, D.C., June 17-18, 1986); see UD 025 691.