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California DreamingReforming Mathematics Education$
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Suzanne Wilson

Print publication date: 2002

Print ISBN-13: 9780300094329

Published to Yale Scholarship Online: October 2013

DOI: 10.12987/yale/9780300094329.001.0001

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PRINTED FROM YALE SCHOLARSHIP ONLINE (www.yale.universitypressscholarship.com). (c) Copyright Yale University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in YSO for personal use.date: 11 April 2021

Parsnips and Orchids Side by Side: A View from the Classroom

Parsnips and Orchids Side by Side: A View from the Classroom

Chapter:
(p.204) 9 Parsnips and Orchids Side by Side: A View from the Classroom
Source:
California Dreaming
Author(s):

Suzanne M. Wilson

Publisher:
Yale University Press
DOI:10.12987/yale/9780300094329.003.0009

This chapter focuses mostly on the activities inside the classroom. In the late 1980s, for example, Andrew Porter and his colleagues at Michigan State University conducted a large-scale study of mathematics teaching and discovered that elementary mathematics classroom contained four significant features. The first feature they commented upon was that teachers spent most of their time emphasizing skills, noting a lack of “balance.” Students were rarely asked to formulate mathematical problems, hence mathematics received much less instructional attention compared to reading and language. Twenty years later, the Third International Mathematics and Science Study (TIMSS) reported similar findings. The curriculum in the U.S. seemed too watered down and superficial. This chapter focuses on the findings of research carried out on teachers and students and the effectiveness of the teaching methods ascribed to them.

Keywords:   Andrew Porter, mathematics teaching, elementary mathematics classroom, Third International Mathematics and Science Study, curriculum

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