Mathematical Proficiency for All Students

Toward a Strategic Research and Development Program in Mathematics Education

Cover: Mathematical Proficiency for All Students

A clear need exists for substantial improvement in mathematics proficiency in U.S. schools. While the federal government and the nation's school systems have made significant investments toward improving mathematics education, the knowledge base supporting these efforts has generally been weak. The RAND Mathematics Study Panel was convened as part of a broader effort to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel has proposed a strategic R&D program supporting the improvement of mathematics proficiency, and equity in proficiency, among U.S. school students. The panel identified three areas for focused R&D-development of teachers' mathematical knowledge used in teaching, teaching and learning of skills needed for mathematical thinking and problem-solving, and teaching and learning of algebra from kindergarten through the 12th grade. The panel also recommends that the initial stages of the program include three key study areas: collecting evidence to support decisions concerning standards of mathematical proficiency, creating analytic descriptions of current instructional practice and curriculum in U.S. classroom, and developing measures of mathematical proficiency.

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Year:
2003
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Document Details

  • Copyright: RAND Corporation
  • Availability: Available
  • Format: Paperback
  • Pages: 122
  • List Price: $20.00
  • Price: $16.00
  • ISBN/EAN: 0-8330-3331-X
  • Document Number: MR-1643-OERI
  • Year: 2003
  • Series: Monograph Reports

Contents

  • Summary PDF

  • Preface

    All Prefatory Materials PDF

  • Chapter One

    Introduction PDF

  • Chapter Two

    Teachers' Mathematical Knowledge: Its Development and Use in Teaching PDF

  • Chapter Three

    Teaching and Learning Mathematical Practices PDF

  • Chapter Four

    Teaching and Learning Algebra in Kindergarten Through 12th Grade PDF

  • Chapter Five

    Toward a Partnership Between Government and the Mathematics Education Research Community PDF

  • Chapter Six

    Conclusions PDF

  • Supplemental

    Supplementary Materials

The research in this report was prepared for the Office of Educational Research and Improvement (OERI), U.S. Department of Education, and was conducted within the RAND Science and Technology Policy Institute and RAND Education.

This report is part of the RAND Corporation monograph report series. The monograph/report was a product of the RAND Corporation from 1993 to 2003. RAND monograph/reports presented major research findings that addressed the challenges facing the public and private sectors. They included executive summaries, technical documentation, and synthesis pieces.

The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.