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1. What Students Notice as Different between Reform and Traditional Mathematics Programs (EJ780991)
Author(s):
Star, Jon R.; Smith, John P., III; Jansen, Amanda
Source:
Journal for Research in Mathematics Education, v39 n1 p9-32 Jan 2008
Pub Date:
2008-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Academic Achievement; Calculus; Conventional Instruction; Educational Change; Mathematics Instruction; Academic Standards; Mathematics Achievement; Student Experience; High School Students; College Students
Abstract: Research on the impact of "Standards"-based mathematics and reform calculus curricula has largely focused on changes in achievement and attitudes, generally ignoring how students experience these new programs. This study was designed to address that deficit. As part of a larger effort to characterize students' transitions into and out of reform programs, we analyzed how 93 high school and college students perceived "Standards"-based and reform calculus programs as different from traditional ones. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. On the Vague Meaning of "Gender" in Education Research: The Problem, Its Sources, and Recommendations for Practice (EJ810034)
Glasser, Howard M.; Smith, John P., III
Educational Researcher, v37 n6 p343-350 2008
2008-00-00
Journal Articles; Opinion Papers
Descriptors: Gender Differences; Gender Issues; Sex; Research Methodology; Vocabulary; Educational Experience; Females; Definitions; Educational Research
Abstract: Writers for both academic and popular audiences often use the term "gender" when considering differences between the educational experiences of male and female students, and the distinction often appears to be based on a traditional understanding of the term "sex". The authors of this article argue that "gender" and "sex" should be distinguished more clearly in education research and that the pattern of unclear, conflated, and even synonymous use of the terms has slowed progress in understanding how gender influences students' educational experiences. The authors present evidence of conflated use, review the wide diversity in orienting perspectives and definitions of "gender", show how current American Psychological Association publication guidelines fail to provide clear guidance on the use of the terms, and make recommendations for improving research practice. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Expanding the Notion of Impact of K-12 Standards-based Mathematics and Reform Calculus Programs (EJ765490)
Smith, John P., III; Star, Jon R.
Journal for Research in Mathematics Education, v38 n1 p3-34 Jan 2007
2007-01-00
Descriptors: Program Effectiveness; Teaching Methods; Student Attitudes; Elementary Secondary Education; Attitude Change; Calculus; Academic Achievement; Mathematics Instruction; Standards; Educational Change
Abstract: Research on the impact of Standards-based, K-12 mathematics programs (i.e., written curricula and associated teaching practices) and of reform calculus programs has focused primarily on student achievement and secondarily, and rather ineffectively, on student attitudes. This research has shown that reform programs have competed well with traditional programs in terms of student achievement. Results for attitude change have been much less conclusive because of conceptual and methodological problems. We critically review this literature to argue for broader conceptions of impact that target new dimensions of program effect and examine interactions between dimensions. We also briefly present the conceptualization, design, and broad results of one study, the Mathematical Transitions Project (MTP), which expanded the range of impact along those lines. The MTP results reveal substantial diversity in students' experience within and between research sites, different patterns of experience between high school and university students, and surprising relationships between achievement and attitude for some students. (Contains 2 tables and 22 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. A Forum for Researchers: Reviews that Teach (EJ764969)
Smith, John P., III
Journal for Research in Mathematics Education, v35 n4 p292-296 Jul 2004
2004-07-00
Descriptors: Logical Thinking; Book Reviews; Content Analysis; Writing Evaluation; Evaluation Criteria; Journal Articles; Writing Strategies
Abstract: Some years ago, Gila Hanna offered the very insightful and useful distinction between mathematical proofs that prove and those that also explain. Proofs that explain not only state the deductive logic that justifies their mathematical claims, they lay bare the mechanisms and structures that underlie that logic, making content and logic more properly align. In so doing, they more effectively teach mathematics than do proofs that only prove. In this article, the author wishes to argue for a related perspective on the nature and importance of reviews of submissions to "JRME". He states that as reviewers, they can choose between preparing reviews that primarily "evaluate" and reviews that also "teach", and they should try--whenever submissions call for it--to submit reviews that teach. He sees this proposal as being quite consistent with Ed Silver's recent distinction between the "evaluative" and "educative" functions of reviews. Writing reviews that teach may be more demanding standard than preparing educative reviews. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. John Dewey & Psychologizing the Subject-Matter: Big Ideas, Ambitious Teaching, and Teacher Education. (EJ676781)
Smith, John P., III; Girod, Mark
Teaching and Teacher Education, v19 n3 p295-307 Apr 2003
2003-00-00
Journal Articles; Reports - Descriptive
N/A
Descriptors: Academic Standards; Curriculum Development; Higher Education; Low Achievement; Mathematics Education; Noncollege Bound Students; Preservice Teacher Education; Prior Learning; Psychological Needs; Science Education; Secondary Education
Abstract: Asserts that Dewey's proposal that rich, engaged learning requires teachers to "psychologize" their subject matter, remains timely in today's education, especially given recent mathematics and science curricular reforms. The article contrasts his proposal with more subject-centered reforms, explaining how teachers must understand students' subject-relevant experience and how teachers can combine promising "big ideas" with sensitive analyses of students' experience to transform subject matters, especially for lower achieving students. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. The Development of Students' Knowledge of Fractions and Ratios. (ED474726)
2002-00-00
Guides - Classroom - Teacher; Reports - Descriptive
Descriptors: Arithmetic; Concept Formation; Elementary Education; Fractions; Mathematics Education; Rational Numbers; Teaching Methods
Abstract: This paper provides some guidance as to what to listen for to help students make sense of expressions in ways that connect to their ideas and honestly address the mathematics of rational numbers. It offers a reasonable initial answer to the question, "Where do students' ideas about fractions and ratios come from, and how can we work productively with them in the classroom?" (KHR)
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7. Algebraic Concepts: What's Really New in New Curricula? (EJ678253)
Star, Jon R.; Herbel-Eisenmann, Beth A.; Smith, John P., III
Mathematics Teaching in the Middle School, v5 n7 p446-51 Mar 2000
2000-00-00
Descriptors: Algebra; Curriculum Development; Educational Change; Grade 8; Mathematics Education; Middle Schools; Teaching Methods; Technology Education; Thinking Skills
Abstract: Examines 8th grade units from the Connected Mathematics Project (CMP). Identifies differences in older and newer conceptions, fundamental objects of study, typical problems, and typical solution methods in algebra. Also discusses where the issue of what is new in algebra is relevant to many other innovative middle school curricula. (KHR)
8. Listening to Middle School Students' Algebraic Thinking. (EJ668814)
Smith, John P., III; Phillips, Elizabeth A.
Mathematics Teaching in the Middle School, v6 n3 p156-61 Nov 2000
Descriptors: Academic Ability; Algebra; Diversity (Student); Mathematics Education; Middle Schools; Problem Solving; Thinking Skills
Abstract: Describes student work with linear and nonlinear relationships illustrating algebra skills and understanding which are important to introductory algebra. (YDS)
9. Tracking the Mathematics of Automobile Production: Are Schools Failing To Prepare Students for Work? (EJ615853)
American Educational Research Journal, v36 n4 p835-78 Win 1999
1999-00-00
Descriptors: Auto Mechanics; Education Work Relationship; Employment Qualifications; Job Training; Mathematics Skills
Abstract: Observed the work at 16 automobile manufacturing sites to study the level and content of mathematics required of workers. identified the mathematical demands of various aspects of production. Results raise questions about how well schools prepare students for the "global competitive workplace." (SLD)
10. Preparing Students for Modern Work: Lessons from Automobile Manufacturing. (EJ588606)
Smith, John P. III
Mathematics Teacher, v92 n3 p254-58 Mar 1999
Guides - Classroom - Teacher; Journal Articles
Descriptors: Computation; Education Work Relationship; Mathematics Activities; Mathematics Curriculum; Mathematics Instruction; Measurement; Secondary Education; Secondary School Mathematics; Spatial Ability; Visualization
Abstract: Discusses important lessons on the mathematics of manufacturing and how curriculum content and teaching can prepare students for working. Features concepts such as the importance of spatial and geometric reasoning, problem solving, numbers and computation, and measurement. (ASK)
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