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LEADER 00000cam  2200529Ii 4500 
001    ocm52731602  
003    OCoLC 
005    20160518080154.4 
006    m     o  d         
007    cr cn||||||||| 
008    030728s2003    caua    ob    000 0 eng d 
019    232190148|a367880036|a437063555|a475361768|a559671379
020    0833034111|q(electronic bk.) 
020    9780833034113|q(electronic bk.) 
027    RAND/MR-1643-OERI 
035    (OCoLC)52731602|z(OCoLC)232190148|z(OCoLC)367880036
040    N$T|beng|epn|erda|cN$T|dYDXCP|dOCLCG|dOCLCQ|dIDEBK|dOCLCQ
043    n-us--- 
049    GTKE 
050  4 QA13|b.R36 2003eb 
082 04 510/.71/073|221 
110 2  RAND Mathematics Study Panel. 
245 10 Mathematical proficiency for all students :|btoward a 
       strategic research and development program in mathematics 
       education /|cRAND Mathematics Study Panel, Deborah 
       Loewenberg Ball, Chair. 
264  1 Santa Monica, CA :|bRAND,|c2003. 
300    1 online resource (xxvii, 93 pages) :|billustrations 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
500    "MR-1643." 
504    Includes bibliographical references (pages 81-93). 
505 0  Introduction -- Teachers' Mathematical Knowledge: Its 
       Development and Use in Teaching -- Teaching and Learning 
       Mathematical Practices -- Teaching and Learning Algebra in
       Kindergarten Through 12th Grade -- Toward a Partnership 
       Between Government and the Mathematics Education Research 
       Community -- Conclusions. 
520    This report grew out of concerns about the weak levels of 
       mathematical proficiency among U.S. citizens and the 
       inequities in the achievement of students of different 
       ethnic, cultural, and social groups. Debates concerning 
       the value of specific curricula, requirements for teacher 
       knowledge, and standards that students should meet are 
       poorly informed because research evidence is lacking. The 
       report proposes a long-term, strategic program of research
       and development in mathematics education with the twin 
       goals of raising the level of mathematical proficiency and
       removing inequalities. The program addresses issues 
       directly related to teaching and learning by focusing on 
       three domains: developing teachers' mathematical knowledge
       for teaching; teaching and learning mathematical practices
       --the mathematical know-how that characterizes expertise 
       in learning and using mathematics; and teaching and 
       learning algebra in grades K-12. To gain the necessary 
       political support for the program, the report recommends 
       that work begin in three key areas: studies providing 
       evidence for necessarily political decisions concerning 
       standards of mathematical proficiency to be met by 
       students; studies of current instructional practice and 
       curriculum in U.S. classrooms; and studies that assemble 
       existing measures of mathematical performance or develop 
       new ones that can be used in the proposed program. 
588 0  Print version record. 
650  0 Mathematics|xStudy and teaching|zUnited States. 
650  0 Mathematics teachers|xTraining of|zUnited States. 
650  0 Electronic books|xUML. 
650  7 MATHEMATICS|xStudy & Teaching.|2bisacsh 
650  7 EDUCATION|xTeaching Methods & Materials|xMathematics.
650  7 Mathematics|xStudy and teaching.|2fast|0(OCoLC)fst01012236
650  7 Mathematics teachers|xTraining of.|2fast
651  7 United States.|2fast|0(OCoLC)fst01204155 
700 1  Ball, Deborah Loewenberg,|d1954- 
776 08 |iPrint version:|aRAND Mathematics Study Panel.
       |tMathematical proficiency for all students.|dSanta Monica,
       CA : RAND, 2003|z083303331X|w(DLC)  2002155703
914    ocm52731602 
994    93|bGTK 
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