{"title":"What Works?","authors":"J. Kilpatrick","doi":"10.4324/9781003064275-20","DOIUrl":"https://doi.org/10.4324/9781003064275-20","url":null,"abstract":"Over the past 15 years, Latin America and the global community have been forced to acknowledge that systemic corruption and organized crime networks have increasingly posed serious existential threats to democracy. Organized crime and related corruption in Latin America have generated the world’s highest rates of homicides, kidnappings, assaults, and drug trafficking for nations not at war, destroying lives and families throughout the region. They also undermine political institutions and the rule of law, which in turn weaken legitimate business, destroy social cohesion, and foster generalized fear at all levels of society.","PeriodicalId":302916,"journal":{"name":"Standards-Based School Mathematics Curricula","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122736152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Ridgway, J. Zawojewski, Mark N. Hoover, D. Lambdin
{"title":"Student Attainment in the Connected Mathematics Curriculum","authors":"J. Ridgway, J. Zawojewski, Mark N. Hoover, D. Lambdin","doi":"10.4324/9781003064275-9","DOIUrl":"https://doi.org/10.4324/9781003064275-9","url":null,"abstract":"The following text is taken from the publisher's website: \u0000\"The Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers of Mathematics in 1989 set forth a broad vision of mathematical content and pedagogy for grades K-12 in the United States. These Standards prompted the development of Standards-based mathematics curricula. What features characterize Standards-based curricula? How well do such curricula work? \u0000 \u0000To answer these questions, the editors invited researchers who had investigated the implementation of 12 different Standards-based mathematics curricula to describe the effects of these curricula on students' learning and achievement, and to provide evidence for any claims they made. In particular, authors were asked to identify content on which performance of students using Standards-based materials differed from that of students using more traditional materials, and content on which performance of these two groups of students was virtually identical. Additionally, four scholars not involved with the development of any of the materials were invited to write critical commentaries on the work reported in the other chapters. \u0000 \u0000Section I of Standards-Based School Mathematics Curricula provides a historical background to place the current curriculum reform efforts in perspective, a summary of recent recommendations to reform school mathematics, and a discussion of issues that arise when conducting research on student outcomes. Sections II, III, and IV are devoted to research on mathematics curriculum projects for elementary, middle, and high schools, respectively. The final section is a commentary by Jeremy Kilpatrick, Regents Professor of Mathematics Education at the University of Georgia, on the research reported in this book. It provides a historical perspective on the use of research to guide mathematics curriculum reform in schools, and makes additional recommendations for further research. In addition to the references provided at the end of each chapter, other references about the Standards-based curriculum projects are provided at the end of the book. \u0000 \u0000This volume is a valuable resource for all participants in discussions about school mathematics curricula--including professors and graduate students interested in mathematics education, curriculum development, program evaluation, or the history of education; educational policy makers; teachers; parents; principals and other school administrators. The editors hope that the large body of empirical evidence and the thoughtful discussion of educational values found in this book will enable readers to engage in informed civil discourse about the goals and methods of school mathematics curricula and related research.\"","PeriodicalId":302916,"journal":{"name":"Standards-Based School Mathematics Curricula","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127874004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
求助内容：
应助结果提醒方式：