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Bold Ventures: Case Studies of U.S. Innovations in Mathematics Education PDF

385 Pages·1996·8.05 MB·English
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BOLD VENTURES Volume 3 Case Studies of U.S. Innovations in Mathematics Education Other Volumes in the Series: Bold Ventures Volume 1: Patterns of U.S. Innovations in Science and Mathematics Education General Reform Context of the '80s and '90s Senta A. Raizen Changing Conceptions of Science and Mathematics Education J. Myron Atkin, Jeremy Kilpatrick, Julie A. Bianchini, Jenijer V. Helms, Nicole l. Holthuis Changing Role of Teachers Norman L. Webb Changing Conceptions of Reform Senta A. Raizen, Douglas B. McLeod Adoption and Implementation of Innovations Michael Huberman, Mary Budd Rowe Underplayed Elements in These Reform Efforts Robert E. Stake Appendix: Case Studies in Other OECD Countries Volume 2: Case Studies of U.S. Innovations in Science Education Building on Strength: Changing Science Teaching in California Public Schools J. Myron Atkin, Jenijer V. Helms, Gerald L. Rosiek, Suzanne A. Siner The Different Worlds of Project 2061 1. Myron Atkin, Julie A. Bianchini, Nicole l. Holthuis Chemistry in the Community: A Science Education Reform Mary Budd Rowe, Julie E. Montgomery, Michael J. Midling, Thomas M. Keating Case Study of the Kids Network James W. Karlan, Michael Huberman, Sally H. Middlebrooks Case Study of the Voyage of the Mimi Sally H. Middlebrooks, Michael Huberman, James W. Karlan BOLD VENTURES Volume 3 Case Studies of U.S. Innovations in Mathematics Education edited by Senta A. Raizen Edward D. Britton from The National Center for Improving Science Education a division of The NETWORK, Inc. SPRINGER SCIENCE+BUSINESS MEDIA, LLC A c.I.P. Catalogue record for this book is available from the Library of Congress. ISBN 978-0-7923-4237-3 ISBN 978-94-011-7111-3 (eBook) DOI 10.1007/978-94-011-7111-3 Printed an acid-free paper AII Rights Reserved © 1996 by Springer Science+Business Media New York Originally published by Kluwer Academic Publishers in 1996 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permis sion from the copyright owner. The National Center for Improving Science Education The National Center for Improving Science Education (NCISE) is a division of The NETWORK, Inc., a nonprofit organization dedicated to educational reform. The Center's mission is to promote change in state and local policies and prac- tices in science curriculum, teaching, and assessment. To further this mission, we carry out research, evaluation, and technical assistance. Based on this work, we provide a range of products and services to educational policymakers and practitioners to help them strengthen science teaching and learning across the country. We are dedicated to helping all stakeholders in science education reform, preschool to postsecondary, to promote better science education for all students. Advisory Board, U.S. Case Studies J. Myron Atkin, Professor, School of Education, Stanford University * Michael Huberman, Senior Researcher, National Center for Improving Science Education; Visiting Professor, Harvard University * David A. Kennedy, Director of Curriculum, Office of the Superintendent of Public Instruction, State of Washington ** Thomas E. Kieren, Professor, Mathematics Education, University of Alberta ** Jeremy Kilpatrick, Professor, Mathematics Education, University of Georgia * Magdalene Lampert, Professor, College of Education, Michigan State University Donna J. Long, Director, Office of School and Professional Development, Indiana Department of Education ** Milbrey W. McLaughlin, Professor, School of Education, Stanford University ** Manuel Perry, retired, Lawrence Livermore National Laboratory ** Jerome Pine, Professor, Biophysics, California Institute of Technology ** Andrew C. Porter, Director, Wisconsin Center for Education Research, University of Wisconsin at Madison ** Thomas A. Romberg, Sears-Roebuck Foundation-Bascom Professor of Education, Wisconsin Center for Education Research, University of Wisconsin at Madison Mary Budd Rowe, Professor, School of Education, Stanford University * F. James Rutherford, Chief Education Officer, American Association for the Advancement of Science Thomas P. Sachse, Manager, Mathematics and Science Education, California Department of Education Robert E. Stake, Director, Center for Instructional Research and Curriculum Evaluation, University of lllinois at Champaign-Urbana * Wayne W. Welch, Professor, Educational Psychology, University of Minnesota Karen L. Worth, Senior Scientist, Educational Development Center ** * Resigned upon assuming leadership of case study teams. ** Reviewed individual case study reports. Contents Contributors .................................................. IX Preface ...................................................... xi Introduction: Study Background ................................... 1 Senta A. Raizen 1. Setting the Standards: NCTM's Role in the Reform of Mathematics Education ...................................... 13 Douglas B. McLeod, Robert E. Stake, Bonnie P. Schappelle, Melissa Mellissinos, Mark J. Gierl 2. Teaching and Learning Cross-Country Mathematics: A Story ofInnovation in Precalculus .......................... 133 Jeremy Kilpatrick, Lynn Hancock, Denise S. Mewborn, Lynn Stallings 3. The Urban Mathematics Collaborative Project: A Study of Teacher, Community, and Reform ................... 245 Norman L. Webb, Daniel J. Heck, William F. Tate Acronyms and Abbreviations ................................... 361 Index ...................................................... 363 VII Contributors The Case Study Teams Brief biographical information about team members is found in their respective chapters. Team leaders are listed first. All three mathematics studies were coordinat- ed by Norman Webb at the University of Wisconsin-Madison. Setting the Standards: NCTM's Role in the Reform of Mathematics Education Douglas B. McLeod Robert E. Stake Bonnie P. Schappelle Mark J. Gierl Melissa Mellissinos San Diego State University University of Illinois at Champaign-Urbana Teaching and Learning Cross-Country Mathematics: A Story of Innovation in Precalculus Jeremy Kilpatrick Lynn Hancock Denise S. Mewborn Lynn Stallings University of Georgia The Urban Mathematics Collaborative Project: A Study of Teacher, Community, and Reform Norman L. Webb Daniel J. Heck William F. Tate University of Wisconsin-Madison The Editors Senta A. Raizen, Director of The National Center for Improving Science Education, is principal investigator and editor of the U.S. case studies discussed in this and two companion volumes. Raizen is the primary author of a number of books, reports, and articles on science education in elementary, middle, and high school; indicators in science education; preservice education of elementary school teachers; and technol- ogy education. Her work also includes educational assessment and program evalua- tion, education policy, reforming education for work, and linking education research and policy with practice. She is principal investigator for NCISE research for the ix Third International Mathematics and Science Study (TIMSS) and serves on the TIMSS International Steering Committee. Raizen directs NCISE evaluations of sev- eral federal programs that support science education. She serves in an advisory capacity to---among others-the National Assessment of Educational Progress, the National Goals Panel, the National Institute for Science Education, and the National Research Council. Edward D. Britton, Associate Director of NCISE, serves as project director for sev- eral international studies, including the work presented in this volume. He was lead editor of Examining the Examinations: An International Comparison of Science and Mathematics Examinations for College-Bound Students. Britton also works on sev- eral aspects of TIMSS, including the U.S. and international curriculum analyses and the international teacher and student questionnaires. In addition, he has managed development of CD-ROM disks and videotapes designed to help elementary teach- ers enhance their science knowledge and pedagogy. Britton has written on indicators for science education, dissemination of innovations, and evaluation. x Preface This book presents comprehensive results from case studies of three innovations in mathematics education that have much to offer toward understanding current reforms in this field. Each chapter tells the story of a case in rich detail, with extensive documentation, and in the voices of many of the participants-the innovators, the teachers, the students. Similarly, Volume 2 of Bold Ventures pre- sents the results from case studies of five innovations in science education. Volume 1 provides a cross-case analysis of all eight innovations. Many U.S. readers certainly will be very familiar with the name of at least one if not all of the mathematics innovations discussed in this volume-for example, the NCTM Standards-and probably with their general substance. Much of the education community's familiarity with these arises from the pro- jects' own dissemination efforts. The research reported in this volume, however, is one of the few detailed studies of these innovations undertaken by researchers outside the projects themselves. Each of the three studies was a large-scale effort involving teams of researchers over three years. These teams analyzed many documents, attended numerous critical project meetings, visited multiple sites, conducted dozens of individual interviews. The team leaders (Kilpatrick, McLeod, Webb), having spent much time with mathematics education over long careers, looked at these innovations through many lenses. It was a daunting task for each team to sift through the mountains of detail in order to bring the most compelling themes to the surface. But through some exciting-if exhausting-meetings two or three times each year as well as ongoing exchanges, the key storylines did become clear. Deliberately, so as to let the stories emerge for the reader as they did for the researchers, we have not enforced a uniform format on the case study reports. In fact, at the request of some of its authors, chapter 1 on "Setting the Standards" did not undergo the same editorial treatment as the other chapters and has been included as submitted. The Introduction gives a more detailed overview of the eight U.S. innova- tions we studied and the resulting case studies. It is important to note here, how- ever, that this substantial case study effort was part of a larger international endeavor. Both the mathematics and science cases constituted the participation of the United States in a study of educational innovations in science, mathemat- ics and technology education that was undertaken by 13 member countries of the Organisation for Economic Co-operation and Development (OECD). The gene- sis of the case study project was member countries' shared dissatisfaction with the state of education in these school subjects; this led them to seek a contextual- ized understanding of what innovations were under way to address this concern. The result was the largest qualitative research project ever undertaken across countries. Xl

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