Algebra Forum
Algebra Forum Update
May 14, 2007
Here is
the complete program from the
Algebra Forum. We have asked some of the
researchers for permission to post their articles.
As we get permission, the articles will be linked
from the "Forum Research Articles" entry
below.
|
Forum Research Articles
May 09, 2007
Here are the
articles that the forum members read in preparation
for the Algebra Forum
Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics teaching. American Educator Fall 2005
Bielock, S.L. and Carr, T. H. (2005). When high-powered people fail: Working memory and "choking under pressure" in math. Psychological Science, 16(2), 101-105.
Fuson, K.C. and Abrahamson, D. Word problem types, numerical situation drawings, and a conceptual-phase model to implement an algebraic approach to problem-solving in elementary classrooms.
Jordan, N. et al. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
Lager, C.A. (2006). Types of mathematics-reading interactions that unnecessarily hinder algebra learning and assessment. Reading Psychology, 27(2-3), 165-204.
Abridged version download: Lager, C.A. (2006). Types of mathematics-reading interactions that
unnecessarily hinder algebra learning and assessment. (abridged early
draft of full article)
National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies. (pre-publication). Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. (2006). Committee on Science, Engineering and Public Policy. Washington, DC: National Academy Press.
National Council of Teachers of Mathematics (2006). Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. Reson, VA: National Council of Teachers of Mathematics.
National Mathematics Preliminary Report 2007
National Research Council. (2001). Kilpatrick, K., Swafford, J., and Findell, B., (Eds.) Adding it up: Helping children learn mathematics. Executive Summary. Washington, DC: National Academy Press.
Rittle-Johnson, R. and Star, J. (in press). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology.
Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics teaching. American Educator Fall 2005
Bielock, S.L. and Carr, T. H. (2005). When high-powered people fail: Working memory and "choking under pressure" in math. Psychological Science, 16(2), 101-105.
Fuson, K.C. and Abrahamson, D. Word problem types, numerical situation drawings, and a conceptual-phase model to implement an algebraic approach to problem-solving in elementary classrooms.
Jordan, N. et al. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
Lager, C.A. (2006). Types of mathematics-reading interactions that unnecessarily hinder algebra learning and assessment. Reading Psychology, 27(2-3), 165-204.
Abridged version download: Lager, C.A. (2006). Types of mathematics-reading interactions that
unnecessarily hinder algebra learning and assessment. (abridged early
draft of full article)
National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies. (pre-publication). Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. (2006). Committee on Science, Engineering and Public Policy. Washington, DC: National Academy Press.
National Council of Teachers of Mathematics (2006). Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. Reson, VA: National Council of Teachers of Mathematics.
National Mathematics Preliminary Report 2007
National Research Council. (2001). Kilpatrick, K., Swafford, J., and Findell, B., (Eds.) Adding it up: Helping children learn mathematics. Executive Summary. Washington, DC: National Academy Press.
Rittle-Johnson, R. and Star, J. (in press). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology.
CA Algebra Forum
May 09, 2007
Many CMC
members including officers and researchers attended
the CA Algebra Forum May 8 and 9 in San Diego. The
Algebra Forum is a gathering of regional teams of
mathematics educators representing preschool through
higher ed and is focused on the research and
discussions of teh National Mathematics Panel. The
intention is to further the research-based diaglogue
for increasing student achievement in mathematics and
on supporting success in algebra for all students.
The researchers and their topics can be viewed on
the forum schedule.
All of the presentations have raised thought-provoking issues that as a mathematics community we need to take serious steps towards addressing: equity, access to high quality instruction, and developing flexible thinking in our students. All of these issues have implications in how students learn, perform on high stakes tests, and the design and use of instructional materials.
There will be more information posted about the algebra forum, the regional teams, and research presented in the next week.
All of the presentations have raised thought-provoking issues that as a mathematics community we need to take serious steps towards addressing: equity, access to high quality instruction, and developing flexible thinking in our students. All of these issues have implications in how students learn, perform on high stakes tests, and the design and use of instructional materials.
There will be more information posted about the algebra forum, the regional teams, and research presented in the next week.
