Winning the Math Wars
No Teacher Left Behind
Publication Year: 2010
Published by: University of Washington Press
TItle Page, Copyright
Winning the Math Wars is the product of intensive research into the math education debate in the State of Washington, the United States, and the world. Researchers at the Washington School Research Center (WSRC) reviewed the current literature, summarized their own research, conversed with experts ...
Abbreviations Used in the Text
A student remarked recently that high school geometry “was the most boring class I ever had in my life,” despite the fact that he was very interested in math and science. As he looked back on his high school math classes, he realized that what he had chosen to study in college and beyond had been seriously, ...
1. What the World Is Thinking
The international, American, and Washington State discussions of math education can be accurately described as microcosms of all the issues raised by the emergence of a global economy. Such discussions are driven by concerns about global economic and technological competition. The debates have a rich historical ...
2. The American Dilemma
Now that we have a sense of the larger issues in the world of mathematics education, we turn to a discussion of the influences that contribute to or distract from our national capacity to improve mathematics education and, as a result, improve student learning of mathematics. You can hardly pick up a ...
3. Math Education in Washington State: An Overview of State Reform Issues
Now we turn our focus from global and national to Washington State. Washington State began an important cycle of work on math education with the 1993 Washington State Reform Law (House Bill 1209), which set in place expectations that math teaching (along with other subject areas) would move from a ...
4. Conclusions and Implications
At the beginning of this volume, we identified four “critical insights” that appear to affect math education and achievement. In general terms, these stated that: 1. Reform efforts have not succeeded because teachers have not been given the support needed to teach math ...
About the Authors
Martin Abbott, Ph.D., is the executive director of the Washington Duane Baker, Ed.D., is director of research at the WSRC and presi-Karen Smith, Ed.D., is a WSRC researcher and Presidential awardee Thomas Trzyna, Ph.D., is an educational consultant and co-author of Towards a Global Ph.D.?, a study completed by the Center for ...
Publication Year: 2010
OCLC Number: 701095611
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