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ERIC Number: ED504789
Record Type: Non-Journal
Publication Date: 2009-Mar
Pages: 6
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: N/A
Qualitatively Different: Mathematics Education for Teachers. Newsletter
Oakes, Abner
Center for Comprehensive School Reform and Improvement
A key section of the report "Foundations for Success: The Final Report of the National Mathematics Advisory Panel" focuses on "Teachers and Teacher Education." The panel found that differences in teacher attributes contributed to differences in the mathematics achievement of their students. One panel recommendation that is central to improved mathematics teaching and student learning is that mathematics preparation of elementary and middle school teachers must be strengthened. For this newsletter, the Center solicited responses from a variety of people, including those who teach prospective elementary school teachers to those who plan and conduct professional development activities for these teachers in school districts. All of them agreed with the statement from the panel's report, and all of them reported working on it in ways particular to their own settings. (Contains 1 footnote.) [This report is based on the following study: "Foundations for Success: The Final Report of the National Mathematics Advisory Panel", U.S. Department of Education. (2008). For the study report, see ED500486]
Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site: http://www.centerforcsri.org
Publication Type: Reports - Descriptive
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: Center for Comprehensive School Reform and Improvement