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web - United Kingdom Review of Mathematics Teaching in Early Years Settings and Primary Schools:  As stated in this comprehensive report, “This review is concerned with identifying educational best practice to enable learners in primary and early years settings to acquire an understanding and appreciation of mathematics, and of its importance to their lives.”  The reviewers made recommendations in the areas of initial teacher training, continuing professional development, early years settings, interventions, curriculum and pedagogy, and the role of parents and families.  One such recommendation involves the placement of a Math Specialist trained in early years’ mathematics in every primary school.

Posted June 19, 2008

web – Center for Research in Mathematics and Science Teacher Development:  The Center is housed in the Department of Teaching and Learning in the College of Education and Human Development, allowing it to build strong collaborations already established among faculty in the College, faculty in Arts and Sciences, and teachers and administrators in local school districts. Its primary goals are to: (1) conduct research on the development of mathematics and science teachers from the beginning of their preparation program to the end of their career; (2) build exemplary models of teacher recruitment, teacher education programs, and professional development experiences based on this research, and (3) build doctoral programs in mathematics and science education that are nationally competitive.

Posted April 11, 2008

web – National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA):  Working with teachers and schools, Center researchers have been conducting long-term, in-class studies to identify the many ways K-12 students learn mathematics and science ideas with understanding and the teacher professional development programs that support such learning.

Posted April 11, 2008

web - Math and Science Partnership Knowledge Management and Dissemination
A dissemination site that will provide syntheses of findings in the K-12 arena in the areas of deepening teacher content knowledge, teacher leadership preparation and practice, and teacher induction. These syntheses will articulate the contribution of the Math and Science Partnership program to the knowledge base and identify "gaps" and promising practices/strategies for further investigation. First to appear on this site is a series of Knowledge Reviews that provide a summary of what we know from experienced practitioners and research in the areas of deepening teacher content knowledge and teacher leadership.

Posted April 8, 2008

web - The Center for Research on Education, Diversity, and Excellence (CREDE), “a federally funded research and development program focused on improving the education of students whose ability to reach their potential is challenged by language or cultural barriers, race, geographic location, or poverty,” offers findings on mathematics and diversity.

Posted January 30, 2008

.pdf - Science and Engineering Indicators, published by the National Science Board, provides a broad base of quantitative information on the U.S. and international science and engineering enterprise. This site presents Science and Engineering Indicators 2008, Volume 1 and Volume 2 in PDF format.

Posted January 24, 2008

.pdf - A Brief Review of the Preparation of Kentucky Mathematics and Science Teachers. Prepared for the Kentucky Education Professional Standards Board By Terry Hibpshman. August 27, 2007

Posted January 24, 2008

web - Algebra: Gateway to a Technological Future--In early November of 2006, the Mathematical Association of America, in a project funded by the National Science Foundation, brought together representatives from the mathematics and mathematics education communities across the entire K-16 spectrum to survey what has been learned about the teaching of algebra and to identify common principles that can serve as models for improvement. The approximately 50 participants were divided into five groups, corresponding to five different levels of algebra instruction.  The groups were (1) Early Algebra, (2) Introductory Algebra, (3) Intermediate Algebra, (4) College Algebra, and (5) Algebra for Prospective Teachers.  Each group reviewed research on what was known about the teaching of algebra on that level and made suggestions for future directions that would improve both the knowledge base and the actual teaching and learning of algebra.

Posted January 24, 2008

 
DataWORKS Educational Research Math Curriculum Calibration Project

The Kentucky Department of Education is pleased to announce a partnership with the Appalachian Regional Comprehensive Center to bring a DataWORKS Educational Research math Curriculum Calibration project to Kentucky. Curriculum Calibration is a process that analyzes student work in order to measure the percentage of instructional alignment to grade level standards. Through this process, Kentucky will collect valuable evidence to inform math instruction and professional development programs.

DataWORKS will implement this program in Kentucky beginning this month. DataWORKS will register teacher participants, collect samples of student work, analyze student work and prepare a report that provides feedback critical to the ongoing needs of Kentucky’s math program.

The Kentucky Department of Education and the Appalachian Regional Comprehensive Center hope that your district will choose to partner with us in this work. Teachers of grades 4 through 8 and Algebra I are invited to register with DataWORKS at their online registration site www.dataworks-ed.com./kyreg. DataWORKS will then contact teacher participants with details regarding how to collect and identify student work samples.

This collection and identification process is important; however, it is not time consuming. Teacher participants will simply be asked to:

• Identify three students (a high performing student, a mid-level performing student, and a low-performing student) of one class

• Collect the math work of those students during one week’s time

• Label the student work with pre-printed labels provided by DataWORKS

• Submit the student work in envelopes provided by DataWORKS
  
  Throughout this process, all necessary steps are taken to protect student confidentiality and teacher confidentiality. Data gathered during the Curriculum Calibration will be reported at the state level and will be used to inform all efforts of Kentucky’s math program. Data will also provide information that districts may choose to use when reviewing the implemented curriculum in their schools.
  
  Please carefully consider this opportunity and encourage your grades 4 through 8 math teachers as well as your Algebra I teachers to visit DataWORKS’ online registration site. Registration will take only a few minutes at www.dataworks-ed.com./kyreg.
  
  If you have any questions regarding this process, please contact Maricela Lopez at DataWORKS (800-495-1550). You may also contact the Kentucky Department of Education’s math curriculum staff, Joe McCowan, Charma Leveridge or Ann Bartosh, at (502) 564- 2106.

Posted April 20, 2007

web - Preliminary report from the National Mathematics Advisory Panel.

Posted March 19, 2007

Posted February 19, 2007

web or web - Did you know? - Interesting Movie/Presentation about education and the age we live in.

Posted February 15, 2007

web - Improving Success in High School and College: Key Roles for School Counselors.

Posted February 15, 2007

Posted February 15, 2007

web - Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2006) Committee on Science, Engineering, and Public Policy.

Posted February 15, 2007

Posted February 15, 2007

Posted February 15, 2007

Posted February 15, 2007

web - How Teaching Matters Bringing the Classroom Back Into Discussions of Teacher Quality INFORMATION CENTER REPORT.

Posted February 15, 2007

web - Meeting the Needs of High-Ability and High-Potential Learners in the Middle Grades: A Joint Position Statement of the National Middle School Association and the National Association for Gifted Children.

Posted February 15, 2007

Posted February 15, 2007

web - A Nation Deceived: How Schools Hold Back America's Brightest Students.

Posted February 15, 2007

web - The National Council of Teachers of Mathematics (NCTM) Task Force Report on Mathematically Promising Students.

Posted February 15, 2007

web - The 'No Child' Law's Biggest Victims? An Answer That May Surprise.

Posted February 15, 2007

Posted February 15, 2007

Posted February 15, 2007

web - U.S. is Losing Its Dominance in the Sciences

Posted February 15, 2007