Teacher collaboration is an increasingly important aspect of the professionalism of teachers: it is a way to reflect on and improve teaching practices. Teacher collaboration has been associated with teachers' professional growth and an increase in self-efficacy. However, policy makers and educational leaders must understand which structures of…

A recent investigation of primary teachers' epistemological beliefs concerning the teaching and learning of mathematics discovered that teachers' beliefs cannot be said to form neat world views. Teachers' hybrid world views often included epistemological beliefs that supported teaching approaches which evidence suggests leads to greater conceptual…

The term "STEM" (Science, Technology, Engineering, and Mathematics) education refers to teaching and learning in the fields of science, technology, engineering, and mathematics. It typically includes educational activities across all grade levels--from pre-school to post-doctorate--in both formal (e.g., classrooms) and informal (e.g.,…

This booklet focuses on effective mathematics teaching. Drawing on a wide range of research, it describes the kinds of pedagogical approaches that engage learners and lead to desirable outcomes. The aim of the booklet is to deepen the understanding of practitioners, teacher educators, and policy makers and assist them to optimize opportunities for…

This project was a one-year study of California's reform effort in mathematics education. The research focused on two issues of great importance to current efforts to reform mathematics instruction: (1) What distinguishes teaching mathematics for "understanding" from rote performance and what does teaching mathematics for understanding…

This book which treats the central issues facing mathematics teaching today, provides both a picture of current practice and innovation and a state of the art review of research in mathematics education. The first section, "Innovations," provides an overview of new technologies, new forms of assessment, and new curriculum developments.…

The basic problem which motivated this study is that the present universal support given the teaching of mathematics has led to a neglect of the justification question. That is, we are sometimes careless in presenting rationales for teaching mathematics and do not adequately consider the consequences of invoking particular rationales. The major…

Critical thinking is an essential skill for learners and teachers alike. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students. The "Handbook of Research on Critical Thinking and Teacher Education…

This document, together with an earlier document, "Curriculum and Evaluation Standards for School Mathematics," is designed to establish a broad framework to guide reform in school mathematics in the next decade. These standards spell out what teachers need to know to teach toward new goals for mathematics education and how teaching…

The Teacher Education and Development Study in Mathematics (TEDS-M), conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA), was designed to inform policy and practice in mathematics teacher education. For educational policymakers, TEDS-M contributes data on institutional arrangements that…

The National Council of Teachers of Mathematics (NCTM), with the establishment and promulgation of standards for the reform of teaching and learning mathematics, has furnished the leadership and the impetus toward the achievement of a vision of affording a high-quality mathematics education for all of the nation's children. Published in March…

Discusses whether or not the teaching of mathematics in schools makes assumptions about culture. (PK)

The author, an English teacher, presents his views on mathematics teaching. He then discusses themes of learning theories and structure, where advances in the understanding of language and learning may suggest ways of improving mathematics teaching. Suggestions for reformation are included. (MNS)

This second volume of a review prepared for the Cockcroft Committee of Inquiry into the Teaching of Mathematics in Schools in Great Britain reflects a sociological research basis in which neither mathematics nor mathematics teaching is the essential focus. Rather, as the introduction indicates, the concern is with the constraints (institutional…

Mathematics and science instruction in schools often poses a challenge for limited-English-proficient (LEP) students. This paper discusses how the various curriculum development and assessment projects sponsored by the California Academic Partnership Program (CAPP) implement techniques for learning and teaching mathematics and science for LEP…